Get documents about "body
Document Sample
CURRICULUM
[Target Language] 5 to 12
[Target Language] 5 to 12 • Master 1
GRADE 5 • Communicating
PRESCRIBED LEARNING OUTCOMES SUGGESTED INSTRUCTIONAL STRATEGIES
It is expected that students will: For many students, this is their first exposure to
• ask and respond to simple questions a second language. Because Grade 5 sets the
• present information about themselves stage for years to come, it is important that the
• recognize and use simple greetings and experience be non-threatening, rewarding, and
expressions of politeness enjoyable. Give students every opportunity to
• communicate likes, dislikes, needs, and wants hear, repeat, and “play” with the language.
• respond to classroom instructions Routinely give classroom instructions in [Target
Language] instead of English. Encourage
students to use drawings and other visual aids as
well as non-verbal gestures to extend
communication.
• Provide opportunities for students to hear
greetings and expressions of politeness (e.g.,
begin lessons with Good day. How are you?)
Have students create posters or a mural of
greetings and expressions of politeness.
• Using pre-framed models, have students role-
play using greetings and expressions of
politeness.
A. Good day.
B. Good day.
A. My name is ___________. What’s your
name?
B. My name is __________. How are you?
A. I’m well. And you?
• Have students interview partners to obtain
information such as name, age, likes, and
dislikes. Students then introduce their partners
to the class, using the following format:
This is my friend. His/her name is ________.
He/she lives ________. He/she likes ________.
He/she doesn’t like ________.
His/her favourite clothing is ________.
His/her favourite pastime is ________.
• As a class or in partners, have students create
and demonstrate gestures to represent a need or
a want, e.g., I need a pencil (gesture could be
writing on hand), I don’t understand (gesture
with hands). Provide students with
opportunities to use expressions of wants or
needs, for example, students could draw
pictures of five things they need for school and
label them.
• Open the day with Calendar Time in [Target
Language]. Present seasonal poems, celebrate
birthdays, and ask students to respond to
questions on the date, time, season, weather,
temperature, and how they are feeling (e.g.,
What is the date? What time is it? What is the
temperature?)
[Target Language] 5 to 12 • Master 2
GRADE 5 • Communicating
SUGGESTED ASSESSMENT STRATEGIES RECOMMENDED LEARNING RESOURCES
At this level, students often feel awkward The learning resources listed here are especially
attempting to communicate in a new language. useful for this organizer. See Appendix B for a
In a supportive environment, they can begin to complete annotated list of resources, including
feel more comfortable and gain satisfaction from others that might apply to this organizer.
exploring and demonstrating their new skills.
Assessment should encourage risk-taking and (Please list resources in this section. You may wish
participation, rather than emphasize to use the appropriate icons provided to denote
correctness. media type).
• As students engage in communication activities,
observe and note the extent to which they:
- listen actively to follow instructions
- choose the appropriate expression from those
they have practised
- approximate [Target Language]
pronunciation
- take risks to speak in [Target Language]
- experiment with sounds and words
- participate willingly in classroom activities in
[Target Language]
- support and encourage each other
• After students have been introduced to new
vocabulary and structures, note the extent to
which they comprehend the spoken word by
accurately representing it through models,
illustrations, and actions.
• When students create pictures or posters, assess
the extent to which they:
- reproduce key vocabulary accurately
- include supporting details in the form of
illustrations, graphics, photos, or symbols
[Target Language] 5 to 12 • Master 3
GRADE 5 • Acquiring Information
PRESCRIBED LEARNING OUTCOMES SUGGESTED INSTRUCTIONAL STRATEGIES
It is expected that students will: Students at this level already use a variety of
• identify selected information from [Target strategies for accessing information in their own
Language] resources to complete meaningful languages. By identifying these strategies, they
tasks can use them more effectively in [Target
• express acquired information in oral and visual Language] and become more confident when
forms working with [Target Language] materials.
• After introducing food vocabulary in [Target
Language], ask students to look at a simple
[Target Language] menu and draw and label
some of the dishes. Invite students to
participate in a survey to determine which of
the dishes most class members would enjoy.
• Have students use a [Target Language]
student’s timetable (shown on the Internet) or
give them a sample timetable in [Target
Language] to extract information about the
student’s school day. Ask each student to
prepare their timetable in [Target Language],
noting subjects and teacher(s). Students could
display their timetables on a bulletin board.
• Provide students with a selection of greeting
cards for a chosen celebration (e.g., birthday,
special occasion). Have students identify
common [Target Language] expressions and
use them to create cards for classmates, perhaps
on a card-making web site.
• Play a [Target Language] song to the class.
Have students illustrate key words in the song.
Students could then create posters based on the
song.
[Target Language] 5 to 12 • Master 4
GRADE 5 • Acquiring Information
SUGGESTED ASSESSMENT STRATEGIES RECOMMENDED LEARNING RESOURCES
Assessment of the prescribed learning outcomes The learning resources listed here are especially
for this organizer focuses on students’ ability to useful for this organizer. See Appendix B for a
acquire the information they need to perform complete annotated list of resources, including
the assigned tasks. Tasks should be designed to others that might apply to this organizer.
allow students to represent the information they
have acquired without necessarily using spoken (Please list resources in this section. You may wish
or written language. to use the appropriate icons provided to denote
media type).
• As students work with [Target Language]
materials (e.g., menus and school timetables)
and gather information such as food
preferences, look for evidence that they are
able to:
- recognize key information and cognates
- understand words and phrases that are
repeated frequently in the same context
- anticipate familiar or repeated patterns
- recognize and make generalizations about
[Target Language] spelling patterns and
word endings
- use pictures to make predictions about the
language
• When students use visual representation to
reflect their comprehension, assess the extent to
which they:
- recognize words or identify key information
- use strategies for discovering the meaning
of unfamiliar words
- actively listen
• To assess students’ greeting cards, consider the
extent to which they:
- visually convey the message
- use appropriate expressions
- provide complete information
[Target Language] 5 to 12 • Master 5
GRADE 5 • Experiencing Creative Works
PRESCRIBED LEARNING OUTCOMES SUGGESTED INSTRUCTIONAL STRATEGIES
It is expected that students will: In the first years of language study, students’
• respond to creative works from [Target exposure to songs, rhymes, and picture books
Language] culture provides a source of original [Target Language]
which is simple and repetitive, yet rewarding
and stimulating. Student responses typically
involve very little language—students may be
asked to draw, mime, move to music, or sing the
chorus of songs.
• Students listen to a song or story from the
[Target Language] world. Once students have
learned the meaning of the words, they create
actions to go along with the words. Students
may also use musical instruments to accompany
the rhythm of the song.
• Students work in groups to illustrate a poem,
nursery rhyme, song, or short story the class has
learned. Using large paper, each group copies
and illustrates a line of the work. The pages can
be compiled in a class anthology and added to
the class resource library.
• Show students one or more episodes of a
children’s TV program or video in [Target
Language]. Students can make puppets of their
favourite characters and use them in vignettes.
• Play a recorded song from a [Target Language]
region. Have students identify as much
vocabulary as possible and brainstorm in order
to determine meaning. Once the meaning is
determined, replay the song and have students
learn to sing it. Draw students’ attention to
[Target Language] pronunciation and intonation.
• Present a demonstration or video of typical
dances from [Target Language] culture. Invite
students in small groups to choose a dance and
learn a few basic steps. Groups present their
steps to the rest of the class.
[Target Language] 5 to 12 • Master 6
GRADE 5 • Experiencing Creative Works
SUGGESTED ASSESSMENT STRATEGIES RECOMMENDED LEARNING RESOURCES
Student assessment at this level focuses on The learning resources listed here are especially
participation and response. As students become useful for this organizer. See Appendix B for a
familiar with a particular work and with that complete annotated list of resources, including
genre of creative works, they respond with others that might apply to this organizer.
increased confidence and pleasure. Response
activities at this level involve representations (Please list resources in this section. You may wish
with minimal linguistic demands. Criteria for to use the appropriate icons provided to denote
assessment emphasize participation and media type).
engagement with the culture and creative
processes, as well as risk-taking with the
language.
• As students learn [Target Language] songs
or stories, or present examples of [Target
Language] dances, look for evidence that
they are:
- taking risks to sing in [Target Language] or
dance in [Target Language] styles
- curious about the meanings of the songs or
dances
- trying to match their interpretations
(gestures and expressions) to the meanings
or moods
- attentive and responsive to other students’
interpretations
- willing to extend or repeat the activity
(e.g., adding props to their performances
and voluntarily using the lyrics or dance
steps in subsequent activities)
• When groups of students illustrate a creative
work, note the extent of their:
- group communication skills
- engagement in the task
- interest in and enthusiasm for the original
work
- interest in their classmates’ illustrations
- ability to capture the meaning of the
original work
• After students have created their puppet
characters, note the extent to which they:
- are able to use the puppets to communicate
effectively
- show respect for the work of their
classmates
[Target Language] 5 to 12 • Master 7
GRADE 5 • Understanding Cultural Influences
PRESCRIBED LEARNING OUTCOMES SUGGESTED INSTRUCTIONAL STRATEGIES
It is expected that students will: It is important to establish an atmosphere of
• identify elements of their own and classmates’ mutual respect in the classroom to encourage
cultural backgrounds students to share backgrounds and traditions.
• demonstrate an awareness of [Target Language] The focus should be on students’ participation
culture in British Columbia in identifying [Target Language] countries or
regions in the world and their growing
awareness of [Target Language] culture in
British Columbia.
• Assist students in developing an understanding
of their cultural backgrounds, including the
special foods they eat, special celebrations, and
culturally significant objects relating to their
heritage. Students might then organize displays
to introduce their classmates to their culture.
Displays could include samples or
demonstrations, personal objects, brief
explanations of special traditions, photos, or
geographic details.
• Provide historical background information about
the [Target Language] presence in British
Columbia. Ask students in small groups to use
atlases to find and record [Target Language]
place names in the province. This information
could be used as a starting point for further
research on [Target Language] culture in BC.
Using their newly acquired knowledge, students
create a board game and make up questions and
answers (in English or [Target Language]) to
challenge their classmates’ knowledge.
• After the class has learned about a variety of
[Target Language] holidays, have students
choose ways of demonstrating their knowledge,
for example:
- create holiday calendars with each square
showing a custom associated with the holiday
- make greeting cards, design banners, or
create other decorations
- make posters advertising activities associated
with a holiday
- collaborate to make a mural or display
• Have students create collages or murals that
represent what they know and have learned
about [Target Language] culture. Their collages
or murals will be mostly visual but may include
appropriate words from [Target Language].
Students may add to their artwork over a period
of time as they learn more about the culture.
[Target Language] 5 to 12 • Master 8
GRADE 5 • Understanding Cultural Influences
SUGGESTED ASSESSMENT STRATEGIES RECOMMENDED LEARNING RESOURCES
Assessment at this level focuses on students’ The learning resources listed here are especially
participation in cultural activities and their useful for this organizer. See Appendix B for a
increasing awareness of [Target Language] complete annotated list of resources, including
culture. Much of their awareness will be others that might apply to this organizer.
demonstrated in graphic and visual formats,
with some commentary in English. (Please list resources in this section. You may wish
to use the appropriate icons provided to denote
• When students present their displays, note the media type).
extent to which they:
- include key features from their own
backgrounds
- attempt to engage their classmates’ interest
- respond to questions by elaborating or
clarifying information
- ask questions to extend their understanding
- listen attentively
- support and encourage one another
• After students have researched [Target
Language] place names and [Target Language]
culture in BC, ask them to respond to prompts
such as:
- The most important thing I learned was
_____________ .
- I was surprised that _____________ .
- I would like to learn more about
_____________ .
• To assess creative activities such as posters,
murals, collages, or greeting cards, consider the
extent to which students:
- convey meaning in [Target Language] by
combining pictures, words, and actions
- present key words in [Target Language]
[Target Language] 5 to 12 • Master 9
GRADE 6 • Communicating
PRESCRIBED LEARNING OUTCOMES SUGGESTED INSTRUCTIONAL STRATEGIES
It is expected that students will: The emphasis at this level is on continuing to
• make and respond to simple requests help students develop positive attitudes to
• present information about themselves and learning and using [Target Language]. Students
others may feel successful using the [Target Language]
• use greetings and expressions of politeness they learned in Grade 5, but need the challenge
• identify formal and informal forms of address of new topics and new situations. Interactions
• express preferences and interests with partners and small groups are more
• participate in known and predictable classroom frequent. Pre-framed models continue to help
situations students express their ideas.
• Using pre-framed models, have students role-
play using greetings and expressions of
politeness. As an extension, create a written
dialogue similar to their role-play format.
Separate the dialogue into individual sentences
(i.e., cut sentences into strips or write on
separate index cards). Have students reconstruct
the dialogue and present it to the class.
• Ask students to complete a questionnaire related
to their preferences and interests. For example:
What do you prefer? Answer:
1. chocolate or strawberry ice cream ________
2. swimming or playing football ________
3. singing or dancing ________
4. oranges or apples ________
As a follow-up, ask students to work in small
groups to create surveys or posters representing
their preferences and interests.
• Play Go Fish! Using index cards or slips of
paper, each student creates ten pairs of
illustrated and labelled vocabulary cards (or the
teacher can generate the cards). With a partner,
they combine and shuffle both decks, drawing
five cards each. Students take turns asking their
partner, for example, Do you have a bicycle?
The partner either hands over the card, saying
Yes, I have a bicycle, or says Go fish, and the
student who asked draws a card from the deck.
When students get a pair, they lay the two cards
on the table. The game continues until one
player runs out of cards.
• Provide opportunities for students to follow and
lead routine classroom activities (e.g., Calendar
Time, star of the week).
[Target Language] 5 to 12 • Master 10
GRADE 6 • Communicating
SUGGESTED ASSESSMENT STRATEGIES RECOMMENDED LEARNING RESOURCES
Assessment activities at this level should support The learning resources listed here are especially
students as they develop comfort and confidence useful for this organizer. See Appendix B for a
in their emerging language skills. Students’ complete annotated list of resources, including
enjoyment of language learning is a continuing others that might apply to this organizer.
priority. Students are expected to take risks and
personalize their experiences, attempting to use (Please list resources in this section. You may wish
previously learned structures. Assessment to use the appropriate icons provided to denote
focuses on students’ participation in speaking, media type).
listening, and viewing activities. Students
demonstrate their learning orally and through
visual representations.
• To assess students’ abilities in a role play,
game, or other oral interaction, note the extent
to which they are able to:
- use structures and vocabulary they have
practised
- reproduce or approximate pronunciation of
the more familiar words they use
- use appropriate intonation or emphasis
- smoothly say phrases they have practised,
pausing after phrases or groups of words
- recognize the difference between formal
and informal forms of address
• To assess students’ abilities in classroom oral
activities such as surveys or card games, bring
the class together to talk about how effectively
they were able to use familiar structures and
vocabulary in a new situation:
- Which parts of the activity went well?
- Did they obtain the information they
wanted?
- Which questions were most difficult to
ask? Why?
- How did they help others get the
information they wanted? How did others
help them?
- What did they notice about their use of
[Target Language]?
[Target Language] 5 to 12 • Master 11
GRADE 6 • Acquiring Information
PRESCRIBED LEARNING OUTCOMES SUGGESTED INSTRUCTIONAL STRATEGIES
It is expected that students will: At this level, students’ ability to use [Target
• extract selected information from [Target Language] is minimal, but their ability to access
Language] resources to complete meaningful information in their own language and display it
tasks visually is already quite developed. As students
• express acquired information in oral and visual apply strategies such as predicting, connecting,
forms and guessing from clues, they experience success
and develop confidence in working with [Target
Language] materials.
• Have students look at a selection of age-
appropriate [Target Language] resources (e.g.,
magazine articles, videos, the Internet). Ask
students in groups to select a topic (e.g.,
fashion, sports, music) and create and present a
visual display (e.g., chart, collage, poster,
brochure, mobile) based on their research.
• Have a [Target Language] guest (or student)
demonstrate putting together a [Target
Language] dish. Provide students with a task
sheet on which the steps are written in the
incorrect order. Students number the steps in
the correct order and match pictures of the
ingredients to their [Target Language] names.
Students then make a food collage with paper
ingredients and give a commentary.
• Have students view several [Target Language]
advertisements or commercials aimed at
children (from TV, Internet, magazine, or video
resources). Ask them to note information about
the names of products, types of product, and if
they would purchase these products or not. For
each commercial, ask students to identify
[Target Language] words or expressions they
recognize. Then have students create an ad or
commercial for their favourite product.
[Target Language] 5 to 12 • Master 12
GRADE 6 • Acquiring Information
SUGGESTED ASSESSMENT STRATEGIES RECOMMENDED LEARNING RESOURCES
Students at this level may not be able to provide The learning resources listed here are especially
detailed explanations of the information they useful for this organizer. See Appendix B for a
acquire. Assessment focuses on their ability to complete annotated list of resources, including
discover and use key ideas and overall others that might apply to this organizer.
impressions, along with selected details.
Assessment tasks should allow students to (Please list resources in this section. You may wish
represent their understanding in ways that to use the appropriate icons provided to denote
require minimal use of language. media type).
• As students work with age-appropriate
resources such as magazine articles, videos, the
Internet, or advertisements, note and encourage
their attempts to use cues and strategies to
anticipate and confirm meaning, such as:
- context (including purpose and form of the
material)
- visual cues and text features
- cognates
- knowledge about familiar words and
patterns to make inferences about new
vocabulary
• To assess students’ understanding of key
information in a cooking demonstration, look
for their:
- recognition of vocabulary related to
ingredients, utensils, and cooking
instructions
- reproduction of some [Target Language]
vocabulary in understandable form
- correct sequencing of steps in the cooking
process
• When students collect information from
[Target Language] materials and commercials
and represent it visually or orally through ads
or collages or by classifying information, note
the extent to which they are able to:
- identify key topics
- recognize familiar vocabulary
- tolerate ambiguity and persevere with a
task even though they do not understand
the entire piece
- recognize the purpose or point of view
- include relevant and accurate details
- participate in the discussion
[Target Language] 5 to 12 • Master 13
GRADE 6 • Experiencing Creative Works
PRESCRIBED LEARNING OUTCOMES SUGGESTED INSTRUCTIONAL STRATEGIES
It is expected that students will: By providing students with opportunities to
• respond to creative works from [Target experience creative works, teachers can
Language] culture encourage them to enjoy the language in all its
forms. Creative works at this level might include
a catchy song, a rhyming poem, or a big-book
story. Students’ comprehension of the work and
their responses to it will rely heavily on visual
and contextual support.
• Show students an animated video or a simple
picture book and have them respond by
recreating a favourite scene through role play
or a mime for other students to guess. Students
could create publicity posters or use art media
to reproduce or expand scenes.
• Over a period of time, have students view
[Target Language] visual works such as
paintings, photos, carvings, and sculpture
(originals, in a book, from slides, or on the
Internet). For each piece of work, students
record the artist and title of the work and
provide a personal comment in their journal or
Learning Log.
• After students hear or view a simple story, have
them select an event, image, or character to
represent visually (e.g., in a drawing, collage,
or computer graphic). Students present their
illustration, make three comments about it, and
respond to questions from their classmates.
• While students listen to a contemporary song,
have them find cognates and familiar words to
predict the possible content or theme of the
song. Point out key words to assist
understanding of general meaning. Student
groups could choreograph a dance to
accompany the song, mime the meaning as the
song plays, or lip-sync with it.
• Over the course of the year, introduce students
to a variety of simple poems, nonsense rhymes,
or tongue twisters in [Target Language]. As
students become familiar with these works,
they can use them as prompts for various
activities or simply to explore the language.
[Target Language] 5 to 12 • Master 14
GRADE 6 • Experiencing Creative Works
SUGGESTED ASSESSMENT STRATEGIES RECOMMENDED LEARNING RESOURCES
Students demonstrate their interest and The learning resources listed here are especially
engagement in creative works through their useful for this organizer. See Appendix B for a
participation, enthusiasm, and attentiveness. As complete annotated list of resources, including
they explore an increasing variety of genres, others that might apply to this organizer.
they begin to make generalizations about what
they see and hear, and connect their experiences (Please list resources in this section. You may wish
of [Target Language] creative works to those of to use the appropriate icons provided to denote
other countries or regions. media type).
• In role-play activities, look for evidence that
students:
- participate willingly
- convey meaning
- use familiar and appropriate vocabulary
and phrases
- interpret the scenes correctly
• After students view visual works, consider the
extent to which they:
- recognize key themes
- offer personal responses
- correctly identify artists and titles
• When students present their illustrations and
respond to questions, look for:
- interest and engagement in the task
- personal connection to the image selected
- attempts to engage others in the selected
scene, character, or idea
• When students perform their interpretation of a
song, look for evidence that they:
- participate willingly
- understand the content
- try to interpret the mood of the song
• To assess students’ comprehension as they are
retelling a story, look for evidence that they:
- understand the story
- recognize cognates
- use visual aids to derive meaning
- are willing to offer personal responses
- are beginning to make generalizations
[Target Language] 5 to 12 • Master 15
GRADE 6 • Understanding Cultural Influences
PRESCRIBED LEARNING OUTCOMES SUGGESTED INSTRUCTIONAL STRATEGIES
It is expected that students will: Because students at this grade level will be asked
• identify selected characteristics of [Target to share aspects of their cultural backgrounds, it
Language] culture is important to establish an atmosphere of trust
• identify elements of [Target Language] in the classroom. When discussing similarities
culture(s) that are similar to or different from and differences, avoid stereotyping. Instead,
their own emphasize the ways in which diversity enriches
the classroom experience and brings life to the
study of [Target Language].
• Ask students to brainstorm a list of special
events celebrated by their families. Have each
student choose an important family celebration
and create a poster representing it. Students then
present their celebrations to the class, using their
posters as prompts, and the class completes a
Celebrations of Our Class chart. Headings might
include: Name, Special Occasion, Date, and
Interesting Features. Students could discuss
similarities between the celebrations presented
and those of the [Target Language] world.
• Provide students with, or have them find, recipes
of [Target Language] dishes written in both
English and [Target Language]. Students form
groups of three or four and try out their favourite
[Target Language] recipe at school or home,
using the English version as a reference when
necessary.
• Have an ongoing letter or e-mail exchange with
a [Target Language] class. Students ask the
corresponding class throughout the year to
respond to group surveys to determine
preferences in sports, music, food, pastimes, and
other interests. Collect or read letters before they
are sent.
• Discuss a cause that is important in the local
[Target Language] community. Invite students
to hold a flea market or garage sale to raise
funds for the cause. Students could make posters
advertising the sale and describing why they are
fundraising. Have students collect objects to sell,
write descriptions of them, and price them. If
appropriate, change prices to [Target Language]
currency and set up an exchange booth.
[Target Language] 5 to 12 • Master 16
GRADE 6 • Understanding Cultural Influences
SUGGESTED ASSESSMENT STRATEGIES RECOMMENDED LEARNING RESOURCES
As students talk and write about their own The learning resources listed here are especially
cultural experiences and engage in classroom useful for this organizer. See Appendix B for a
cultural activities, they reveal the extent of their complete annotated list of resources, including
openness and interest through their others that might apply to this organizer.
participation and the questions they ask.
Students’ attitudes play a key role in their (Please list resources in this section. You may wish
development of cultural understanding. to use the appropriate icons provided to denote
• As students present their special events or media type).
celebrations, note the extent to which they:
- include all required information
- show interest in the celebrations of various
cultures
- have researched the topic
- use visual prompts
• As students look for recipes and then create a
[Target Language] dish, note the extent to
which they:
- attempt to use the [Target Language]
version of the recipe unless they cannot
proceed
- recognize specific [Target Language]
ingredients
- are willing to try new dishes and
experiment with food
• As students discuss cultural events and
customs, observe and note evidence of their
interest and understanding. For example, to
what extent do students:
- ask questions of each other
- volunteer information about their own
families and communities
- speculate about reasons for particular
customs or behaviours
- offer to find out the answers to questions
- volunteer information they have discovered
about other cultures
• As students exchange letters, note the extent to
which they:
- identify preferences that are similar to and
different from their own
- provide requested information
- complete the task
• As students take part in the fundraising
activity, look for evidence of:
- active participation
- understanding of why the cause is
important in the [Target Language]
community
- ability to express costs in [Target
Language] money
- cooperation with others
[Target Language] 5 to 12 • Master 17
GRADE 7 • Communicating
PRESCRIBED LEARNING OUTCOMES SUGGESTED INSTRUCTIONAL STRATEGIES
It is expected that students will: At this level, students are working with some
• ask for and give simple information memorized language and can begin to connect
• exchange information about themselves ideas to form complete messages or short
• recognize and use formal and informal forms of interactions. They use writing for reference
address purposes and to develop their language skills,
• share information about activities and interests although accuracy of written expression is not
• participate in classroom activities evaluated in Grade 7.
• begin to derive meaning in new language
situations • Pin a card with the picture or name of a famous
person, cartoon figure, or other character on the
back of each student. Students must ask each
other questions in order to determine the name
of the person on their card. For example: Am I
a man or woman? Am I old or young?
• Ask students in pairs to role-play making
arrangements for meetings with friends. Have
partners ask each other questions to elicit
information regarding times, places, and dates.
When _____________ ?
At what time _____________ ?
Where _____________ ?
As an extension, students can work in pairs to
create invitations to a [Target Language]
celebration or other special event, incorporating
the information they practised in the role-play.
Ask students to use the appropriate form of
address depending on who the invitation is for.
• On a map of the school, a [Target Language]
town, or a city centre, place map flags or
stickers identifying important locations (e.g.,
gymnasium, office, swimming pool, market,
bus station, bakery, bank). Have students take
turns being the tour guide giving directions to
get from one point to another.
• Encourage students to keep an ongoing record
of useful phrases and survival expressions such
as:
- Could you lend me a pencil?
- I don’t understand.
- Please repeat that.
Students could record everyday phrases on cue
cards and attach them with a clip ring. They can
easily add cue cards throughout the year as they
acquire more vocabulary and expressions.
[Target Language] 5 to 12 • Master 18
GRADE 7 • Communicating
SUGGESTED ASSESSMENT STRATEGIES RECOMMENDED LEARNING RESOURCES
At this level, students begin to engage in more The learning resources listed here are especially
complex interactions that build on the useful for this organizer. See Appendix B for a
frequently used expressions and language they complete annotated list of resources, including
have acquired. When assessing student others that might apply to this organizer.
development, consider both the extent of their
participation and their level of comprehension (Please list resources in this section. You may wish
and understanding. to use the appropriate icons provided to denote
• As students try to determine the names on the media type).
cards, note the extent to which they:
- participate in the activity
- formulate questions
- respond to questions
- take risks to speak [Target Language]
- experiment with new vocabulary and
structures
- approximate [Target Language]
pronunciation
- support and encourage each other to
complete messages
• Observe role-playing activities for evidence
that students are increasingly able to:
- make themselves understood in [Target
Language]
- use learned patterns and vocabulary
- take risks to add details or use unfamiliar
language
- use strategies such as non-verbal
communication and visual props to support
their messages
- recognize and respond to familiar words
and patterns
• At the end of each class, have students use
checklists to rate their performance on aspects
of their daily oral communication. Items might
include:
- I volunteered questions and information.
- I practised new vocabulary and patterns.
- I talked only in [Target Language].
- I tried to correct my own mistakes.
- I supported and encouraged others.
• When students keep a record of useful phrases
and survival expressions, review the list for
evidence that they:
- add to the list
- refer to the list when required
[Target Language] 5 to 12 • Master 19
GRADE 7 • Acquiring Information
PRESCRIBED LEARNING OUTCOMES SUGGESTED INSTRUCTIONAL STRATEGIES
It is expected that students will: By now, many students are ready to use age-
• extract and retrieve selected information from appropriate material to acquire more detailed
[Target Language] resources to complete and specific information. Their growing
meaningful tasks communicative skills permit them to begin to
• express acquired information in oral, visual, transfer and substitute language in the resources
and simple written forms to suit their own purposes. Their growing
[Target Language] listening skills permit them
to recognize known vocabulary in its written
form and attempt to pronounce unfamiliar
words that follow regular spelling patterns. The
use of a [Target Language]-English dictionary
or a glossary helps students explore written
material more independently and in greater
depth.
• Invite a guest who is fluent in [Target
Language] to give the class a short
presentation. For example, a firefighter might
discuss fire safety. Have students then prepare a
poster campaign for the school based on the
presentation (e.g., to raise fire-safety
awareness). Posters could display three
important rules learned from the presentation.
• Have students select an article from a [Target
Language] magazine or newspaper and identify
at least five facts. Using the information they
have retrieved from the article, students prepare
and present a newscast to the class. Students
may use props (microphone, picture from
magazine, blazer) to make their presentation
more realistic and fun.
• Work together with the class to select a theme
or topic to research. Collaboratively create a list
of questions that individual students will find
answers to. Students should use a variety of
[Target Language] resources, including print
material, the Internet, and community resource
people for their research. Students then present
their findings orally, supported by visuals.
• Invite a high school [Target Language] student
to class to give a short presentation about high
school life. Students are to ask questions in
[Target Language]. Students then prepare a list
of three things they most look forward to about
going to high school.
[Target Language] 5 to 12 • Master 20
GRADE 7 • Acquiring Information
SUGGESTED ASSESSMENT STRATEGIES RECOMMENDED LEARNING RESOURCES
While many of the information tasks at this The learning resources listed here are especially
level continue to rely on visual representations, useful for this organizer. See Appendix B for a
students should also be expected to use some complete annotated list of resources, including
basic, well-practised [Target Language] others that might apply to this organizer.
vocabulary and language structures. Linguistic
requirements should be simple and require only (Please list resources in this section. You may wish
a minimum of transfer or adaptation of to use the appropriate icons provided to denote
patterns. Assessment for this organizer media type).
continues to emphasize the extent to which
students successfully find and use the
information required to complete specific tasks.
• When students represent or report on
information they have acquired, note the extent
to which they are able to:
- identify and recount the key ideas or
impressions
- include relevant and accurate detail
- reproduce some of the [Target Language]
words and patterns in an understandable
form
- organize and sequence their information
appropriately (e.g., when giving
instructions)
• When students are working on assigned tasks,
use a class list to note observations about the
extent to which they:
- approach tasks with confidence
- persevere—try different approaches or
strategies when having difficulty
- tolerate ambiguity—use the information
they understand without being frustrated
by gaps in their knowledge
• Provide or develop with students a list of
criteria to be used for self- and teacher
assessment when students are working with
[Target Language] resources. For example:
- recognizes familiar words in new contexts
- uses cognates when appropriate to help
acquire meaning
- uses a thematic or bilingual dictionary
appropriately (e.g., to confirm and locate
the meanings of selected key words)
- uses non-verbal clues (e.g., context,
gesture, intonation, graphics, pictures) to
support meaning
- uses knowledge of common patterns to
make predictions and inferences
[Target Language] 5 to 12 • Master 21
GRADE 7 • Experiencing Creative Works
PRESCRIBED LEARNING OUTCOMES SUGGESTED INSTRUCTIONAL STRATEGIES
It is expected that students will: Students at this level can recognize familiar
• respond to creative works from [Target language in creative works and can sometimes
Language] culture use their growing range of strategies to make
educated guesses at the meaning of new
expressions. Students will benefit by being given
the opportunity to choose the way they respond
to creative works, for example, painting, video,
song, or dance.
• Present students with examples of crafts from
various [Target Language] regions or countries.
Students choose one craft to make and present in
a class art show, giving background information
and explaining how the object relates to the
culture.
• Have students view a Grade 7-level [Target
Language] video. After the video, students work
in groups to create posters depicting the content.
Posters can be displayed around the room.
• Have students listen to songs in [Target
Language]. As they listen and follow lyric
sheets, they note repeated phrases, words, or
rhythms. Groups then sing or practise lip-sync
routines which they present to the class.
• Invite students to view examples of sculpture or
carving commemorating important people and
events in [Target Language]. Then have them
create their own sculpture or carving using
appropriate [Target Language] symbols and
images. Have students share their work first with
a partner and then with the class, explaining
what it represents or symbolizes.
[Target Language] 5 to 12 • Master 22
GRADE 7 • Experiencing Creative Works
SUGGESTED ASSESSMENT STRATEGIES RECOMMENDED LEARNING RESOURCES
As students develop their knowledge of and The learning resources listed here are especially
facility with [Target Language], they are able to useful for this organizer. See Appendix B for a
experience and respond to an increasing range complete annotated list of resources, including
of creative works, including those they seek out others that might apply to this organizer.
themselves. Assessment information most often
comes from observing students’ participation (Please list resources in this section. You may wish
and engagement, and reviewing their responses to use the appropriate icons provided to denote
and reflections. media type).
• When evaluating students’ craft presentations,
look for evidence of their:
- inclusion of relevant and creative detail
- willingness to engage in the task
- willingness to take risks in presenting to
the class
- ability to give background information
- cultural understanding
• As students work in groups to create posters
depicting the content of the video, note the
extent to which they:
- are willing to engage in the task
- convey the theme or plot of the video
- demonstrate effort
• As students listen to and sing or lip-sync songs,
note the extent to which they:
- respond to the meaning as well as the
sounds and rhythms
- make connections with other music they
have heard
- are open and willing to engage in new
experiences
• Before students make their own carving or
sculpture, work with them to develop criteria
such as:
- shows attention to detail of the sample
carvings or sculptures
- uses appropriate [Target Language]
symbols and images in their work
[Target Language] 5 to 12 • Master 23
GRADE 7 • Understanding Cultural Influences
PRESCRIBED LEARNING OUTCOMES SUGGESTED INSTRUCTIONAL STRATEGIES
It is expected that students will: Students should have opportunities in class to
• identify and share family customs and routines explore aspects of their family and community
• identify elements of [Target Language] culture traditions in order to see the similarities that
present in British Columbia and Canada exist beneath surface differences. Students will
also continue to explore and experience, where
possible, aspects of the [Target Language]
world.
• On a monthly basis, assign students in groups
to take turns maintaining a classroom bulletin
board that focuses on the [Target Language]
world, including British Columbia and Canada.
Suggest that groups display newspaper and
magazine articles they collect from home, the
Internet, or other sources. At the end of each
month, have the assigned group present a
synopsis of the posted items.
• Have students exchange e-mail or letters with
elementary students in a [Target Language]
country or region. Students can write in English
and/or [Target Language]. Encourage students
to ask about topics such as food, clothing,
pastimes, traditions, and school schedules.
After exchanging letters, students prepare a
short presentation to the class comparing the
life of their new friend with their own.
• Have students find out about the cuisine in a
[Target Language] country or region. Students
then choose a restaurant name and create a
menu including the specialties of that region.
Students could also prepare a shopping list of
the specific [Target Language] ingredients that
would be necessary to create each dish. As an
extension, have students role-play a scene at a
[Target Language] restaurant and order from
the menus they have created.
• Invite the class or school to organize a
simulation of a major celebration common in
[Target Language] culture (e.g., special feasts,
Chinese New Year, Mardi Gras).
• Over time, have students create a classroom
chart with examples of [Target Language]
cultural influences in British Columbia and
Canada.
[Target Language] 5 to 12 • Master 24
GRADE 7 • Understanding Cultural Influences
SUGGESTED ASSESSMENT STRATEGIES RECOMMENDED LEARNING RESOURCES
Students demonstrate their understanding of The learning resources listed here are especially
cultural context through their participation in useful for this organizer. See Appendix B for a
and response to a variety of activities. At this complete annotated list of resources, including
level, students should demonstrate a growing others that might apply to this organizer.
awareness of [Target Language] culture.
(Please list resources in this section. You may wish
• Establish expectations and criteria for bulletin- to use the appropriate icons provided to denote
board displays and synopses through discussion media type).
with students. Criteria might include:
- information comes from a variety of
resources, including the Internet
- display is logically organized
- a variety of topics about [Target Language]
culture are included
- synopses are accurate, focus on key events,
and include interesting details to engage
students’ interest
• As students reflect and report on their
key/penpal presentations, note the extent to
which they:
- identify daily activities or routines
- include relevant details about what they
discover
- notice key similarities and differences
about the two cultures
- represent information in a clear and
organized fashion
• When students prepare a menu and grocery list,
look for evidence that they include:
- a variety of dishes
- the name of each dish or ingredient
- the appropriate heading in the menu (e.g.,
appetizer, main course, dessert)
• When students make comparisons between
their own culture and [Target Language]
culture, note the extent to which they:
- demonstrate sensitivity to and respect for
cultural differences
- recognize patterns and attempt
explanations, but avoid stereotyping and
overgeneralizing
- distinguish between contemporary and
traditional characteristics
- notice similarities to and differences from
other cultures
[Target Language] 5 to 12 • Master 25
GRADE 8 • Communicating
PRESCRIBED LEARNING OUTCOMES SUGGESTED INSTRUCTIONAL STRATEGIES
It is expected that students will: Grade 8 students use [Target Language] as a
• ask for and give information, permission, and tool for communicating about everyday topics
clarification they enjoy talking about, such as themselves,
• seek information about activities and interests their friends, and favourite activities. In order
• participate in familiar activities (real or for students to experience success, they must be
simulated) provided with a safe environment for language
• recognize events as past, present, or future risk-taking and multiple opportunities to
• derive meaning in new language situations practise and develop the language in new and
interesting contexts and in different groupings—
pairs, small and large groups, and individually.
• Provide students with a frame for a personal
letter they can adapt by adding their own
information. Suggest that in their letter they use
questions they have practised to ask
respondents for similar information. Have
students carefully check their written work and
consult with partners and the teacher before
sending their letters to an exchange class.
• In groups (or as a class), have students create a
game show with real or imaginary contestants.
This show should use simple questions and
answers. For example, students could bring
objects from home or cut out pictures of objects
from magazines. Contestants would ask the
game host information about these objects
before they guess the price. Imaginary prizes
and theme music could add to the atmosphere.
• Have students bring objects to class that are
representative of their interests and hobbies. In
small groups, they explain why the objects are
important. After students have finished, ask the
class to remember who brought each object.
• Suggest that students work in pairs to role-play
telephone conversations in which they plan
weekend activities. Partners should find
activities both students would enjoy. Plans
could include where they will go, who will go
with them, when they will leave, and what they
will take along.
[Target Language] 5 to 12 • Master 26
GRADE 8 • Communicating
SUGGESTED ASSESSMENT STRATEGIES RECOMMENDED LEARNING RESOURCES
In Grade 8, writing is added to the group of The learning resources listed here are especially
skills assessed. Writing is the easiest form of useful for this organizer. See Appendix B for a
communication to assess because it can be complete annotated list of resources, including
collected and analysed; however, it should not others that might apply to this organizer.
be overemphasized at the expense of oral skills.
As students develop oral and written skills, (Please list resources in this section. You may wish
errors are a natural and predictable part of to use the appropriate icons provided to denote
language development, and provide valuable media type).
information to both learner and teacher. When
students understand the role of errors, they are
able to make confident decisions about when to
take risks, and when to edit carefully for
accuracy.
• Assess students’ penpal letters before they are
mailed, recording observations on removable
notes or separate sheets. Criteria might include:
- contains complete sentences that convey
personal information
- uses questions practised in class
- shows evidence of self-correction
- errors do not interfere seriously with the
message
• Use a class list to record observations of
students’ oral interactions as they engage in
class and small-group tasks. Observing three to
four students per period during oral activities
will provide useful information for ongoing
oral assessment. Alert students to the specific
criteria or features that will be recorded.
Possible criteria include noting the extent to
which students:
- volunteer useful questions and information
- use and practise recently acquired
vocabulary or structures
- make their messages understandable and
appropriate
- support meaning with gestures, intonation,
and body language
- persevere in [Target Language] when they
cannot understand or be understood at first
(e.g., repeating, rephrasing, attempting to
self-correct, using gestures)
- take risks to include interesting information
or language
- support and encourage other students when
they speak in and listen to [Target
Language]
[Target Language] 5 to 12 • Master 27
GRADE 8 • Acquiring Information
PRESCRIBED LEARNING OUTCOMES SUGGESTED INSTRUCTIONAL STRATEGIES
It is expected that students will: Students at this level are generally interested in
• extract, retrieve, and process selected acquiring information about things when there
information from [Target Language] resources is a meaningful reason for doing so. It is
to complete meaningful tasks important to select interesting, age-appropriate
• express acquired information in oral, visual, [Target Language] materials and keep the tasks
and written forms fairly simple. Students need acquire only the
information required to complete the task
successfully. The format and context of the
information should be familiar to them (e.g.,
teen magazine survey, newspaper or television
ad, penpal letter, e-mail, web site).
• Give students a [Target Language] map. Have
them choose a point of interest, then write a
note that gives directions to the destination.
Students form partners, exchange notes, and
follow the directions to reach the appropriate
destination.
• Show students a video of a movie or play in
[Target Language]. Have them note key
information about characters, plot, and setting.
Using this information, partners role-play being
movie critics, describing the movie and
offering their critique of it. Students could also
prepare posters as backdrops for their “show.”
• Have students listen to or view sports
highlights (TV/radio) in [Target Language] and
identify key information, creating illustrations
of the key players, the score, and expressions
used by players, fans, and commentators.
• Invite students to research a [Target Language]
pop singer of their choice. Students note the
singer’s name, birthday, nationality, song titles,
and other interesting information. Students
pretend to be hosts at a music award show and
present their artists, along with a music clip, to
the class.
[Target Language] 5 to 12 • Master 28
GRADE 8 • Acquiring Information
SUGGESTED ASSESSMENT STRATEGIES RECOMMENDED LEARNING RESOURCES
In a communicative-experiential approach to The learning resources listed here are especially
language learning, students acquire and use useful for this organizer. See Appendix B for a
information to complete realistic tasks. The complete annotated list of resources, including
purpose or task dictates what information is others that might apply to this organizer.
needed; students demonstrate their skills and
strategies by how they use and present the (Please list resources in this section. You may wish
information to complete the task. Assessment of to use the appropriate icons provided to denote
these skills usually occurs in the context of an media type).
integrated communication task where teachers
assess several curriculum organizers at the
same time.
• To assess students’ comprehension of
directions, note the extent to which they:
- offer complete, detailed information
- use information that is accurate and
appropriate
- incorporate useful vocabulary, expressions,
and language structures
- are able to follow the directions presented
in the note
• When students are engaged in role-plays, note
the extent to which they:
- remain actively engaged in the interaction
- use appropriate vocabulary related to the
theme
- communicate in complete sentences
- attempt to use approximate pronunciation
and intonation
- attempt to support each other
• Work with students to develop criteria for
assessing their work with audio or video
resources. For example, they might be expected
to recognize and convey:
- topics or purposes
- overall moods or feelings of actors or
commentators (e.g., neutral, disappointed,
excited)
- names of some of the people involved
- locations
- key events or information
- outcomes or conclusions
- some new vocabulary they want to learn
• As students present their music artist, look for
evidence that they:
- use a variety of research sources
- note appropriate biographical information
- present information in understandable
[Target Language]
- take risks with language use
[Target Language] 5 to 12 • Master 29
GRADE 8 • Experiencing Creative Works
PRESCRIBED LEARNING OUTCOMES SUGGESTED INSTRUCTIONAL STRATEGIES
It is expected that students will: At this age, students develop a strong interest in
• respond to authentic creative works from popular culture in the form of music videos,
[Target Language] culture popular music, and films. They benefit from
opportunities to experience works by [Target
Language] artists and actors (perhaps in video
clips or on web sites). They enjoy using their
growing language skills in activities that involve
personal choice, such as selecting and discussing
their favourites with classmates.
• After hearing a [Target Language] song or
viewing a video, have students create CD
covers or video cases to promote it.
• Have students listen to a song, following the
lyrics and noting cognates and familiar words.
Together they try to determine the meaning and
respond to the song by writing and illustrating
their favourite lines or verses.
• Invite students to examine magazine fashion
displays and create collages with captions to
depict ways that people in [Target Language]-
speaking areas dress for various kinds of
activities. They could also present a show of
clothing for various events and occasions and
include a simple commentary.
• Present a short [Target Language] story.
Students in groups listen for words they
recognize, for characters presented, and for
action that may be occurring. After groups pool
their findings, retell the story to confirm
predictions and clarify meaning.
• Have students keep a section of their notebooks
or journals for responding to creative works.
They might keep logs where they record and
comment on experiences with [Target
Language] creative works. Alternatively, they
might write summary reviews or reflections
looking back over the creative works they have
encountered during a term or semester,
identifying those that have had the greatest
impact or most closely reflect experiences they
have had in English or other languages. They
may also want to describe the ways in which
their responses or ideas have changed over
time.
[Target Language] 5 to 12 • Master 30
GRADE 8 • Experiencing Creative Works
SUGGESTED ASSESSMENT STRATEGIES RECOMMENDED LEARNING RESOURCES
Assessment at this level should reflect students’ The learning resources listed here are especially
emerging ability to use [Target Language] to useful for this organizer. See Appendix B for a
express their thoughts, feelings, and reactions to complete annotated list of resources, including
creative works. others that might apply to this organizer.
• As students create CD covers or video cases, (Please list resources in this section. You may wish
note the extent to which they: to use the appropriate icons provided to denote
- reflect their personal response media type).
- convey the visual image clearly
- attempt to appeal to an audience
- offer complete, detailed information
- incorporate familiar and practised
expressions, language structures, and
vocabulary
- model aspects of [Target Language] from
CDs or videos
• When students view videos, listen to music or
stories, and read magazines, assess their
personal response by looking for evidence that
they are:
- open and willing to engage in the task
- committed to their work
- able to formulate personal responses in
[Target Language]
- willing to take risks in their responses and
predictions
Each task will also have its own specific
criteria.
• When checking students’ logs or portfolios,
look for evidence that they:
- offer a personal response to creative works
- reflect on ways their ideas may have
changed over time
[Target Language] 5 to 12 • Master 31
GRADE 8 • Understanding Cultural Influences
PRESCRIBED LEARNING OUTCOMES SUGGESTED INSTRUCTIONAL STRATEGIES
It is expected that students will: By exploring the similarities and differences in
• identify and share school and community activities and interests that exist in [Target
traditions Language] culture, students increase their
• discuss the activities and interests of young understanding of their own culture.
people in [Target Language] culture
• Have students find examples of pastimes of
[Target Language] youth and compare these
activities with pastimes of youth in the school
or community. Students could present skits or
play charades showing the activities of [Target
Language] youth.
• Have students in small groups research food
specialties of [Target Language] regions.
Students prepare one-page reports about the
food they researched, including country or
region of origin, climate, ingredients,
procedure, and occasion or time of day food is
eaten. They present their reports to the class. As
an extension, students could choose several
recipes to prepare and sample. Afterwards,
students could compare the [Target Language]
dishes to food they eat at home.
• Divide the class into group A and group B.
Have each group learn a game played in the
[Target Language] world. Then form smaller
groups with two people from group A and two
from group B. Students in smaller groups teach
one another the games they have learned, using
as many [Target Language] expressions as
possible. Have students compare and contrast
the [Target Language] games to games they
have played at school or at home.
[Target Language] 5 to 12 • Master 32
GRADE 8 • Understanding Cultural Influences
SUGGESTED ASSESSMENT STRATEGIES RECOMMENDED LEARNING RESOURCES
At this level, students are encouraged to use The learning resources listed here are especially
[Target Language] in cultural activities; useful for this organizer. See Appendix B for a
however, assessment of this organizer focuses on complete annotated list of resources, including
cultural outcomes and not on students’ facility others that might apply to this organizer.
with oral or written language.
(Please list resources in this section. You may wish
• As students present information about pastimes to use the appropriate icons provided to denote
of [Target Language] youth, look for evidence media type).
that they:
- present accurate and detailed information
- include interesting details
- are developing increased understanding of
and insight into the lives of [Target
Language] youth
- compare aspects of their own communities
and cultures
• When students take part in situations such as
skits, note whether they:
- understand cultural elements
- are interested in and curious about cultural
differences
- are open and willing to engage in the task
• To assess students’ oral and written reports on
[Target Language] cuisine, look for evidence
that they:
- use accurate, appropriate, and complete
information
- show an interest in similarities and
differences of [Target Language] cuisine
and their own
- attempt to appeal to an audience
- incorporate necessary vocabulary and
expressions
• When students teach each other games they
have learned, encourage them to use [Target
Language] as much as possible. Establish
criteria for group feedback such as:
- demonstration is clear and easy to follow
- language associated with the activity is
used accurately
- comparisons to familiar games or activities
help to develop understanding
- demonstration was successful; the other
students learned the game
[Target Language] 5 to 12 • Master 33
GRADE 9 • Communicating
PRESCRIBED LEARNING OUTCOMES SUGGESTED INSTRUCTIONAL STRATEGIES
It is expected that students will: Students at this level need continued support to
• ask for and give assistance and detailed develop the range of language necessary to
information communicate with each other. The focus of
• share opinions and preferences, giving reasons learning is to convey and understand meaning
• describe and exchange information about for practical purposes in situations that are
activities, people, places, and things relevant to Grade 9 students, such as ordering a
• communicate in present and future meal or buying a gift.
• participate in selected, meaningful, real-life
situations • Working in pairs, students role-play a situation
in which they are packing for a trip to a [Target
Language] country or region. Students find out
what the weather will be like and prepare a list
of clothing and accessories to take. Students
use the list to generate questions, for example,
Are you putting a sweater in the suitcase? The
partner responds negatively or affirmatively in
complete sentences.
• Working in groups of four, students create a
photo album about the life of a fictitious person
or someone they know. Students find
photographs or draw illustrations, then make
captions for each event, including a brief
description of the event, date of the event, and
age of the person at that time. The photo album
should cover a 10-year span with at least 20
events.
• Have students create a comic strip that depicts
where a character is going (e.g., auditorium,
library, park, mall). Students say what happens
to the character during the adventure and
describe how the character feels. Encourage
students to write a funny or surprising ending to
their story and use at least five frames.
• In groups of three, have students plan the next
Summer (or Winter) Games. Students schedule
different sports throughout each day, naming
the countries or regions that are participating in
each event. Groups present one day of events to
the class. Students can say which country or
region they believe will win each event.
• Have students create a conversation in which
they plan to meet somewhere. Students must
decide what time to meet and what they plan to
do while they are there. Ask students to
sequence the events using first, then, and
finally.
[Target Language] 5 to 12 • Master 34
GRADE 9 • Communicating
SUGGESTED ASSESSMENT STRATEGIES RECOMMENDED LEARNING RESOURCES
In Grade 9, assessment continues to focus on The learning resources listed here are especially
communication of meaning, with an increasing useful for this organizer. See Appendix B for a
focus on student interaction. Some of the complete annotated list of resources, including
activities assessed involve spontaneous others that might apply to this organizer.
communication, where the focus is on students’
strategies for expressing and understanding (Please list resources in this section. You may wish
meaning. When students have had opportunities to use the appropriate icons provided to denote
to practise and receive feedback before making media type).
presentations, more attention can be paid to
accuracy than in their spontaneous interactions.
• When students are engaged in role-plays, note
the extent to which they:
- remain actively engaged in the interaction
- use appropriate vocabulary related to the
theme
- communicate in complete sentences
- attempt to use approximate pronunciation
and intonation
- attempt to support each other
• When students present a dialogue or
conversation they have practised, look for
evidence that they:
- are easily understood by their peers
- comprehend what is being said
- use correct language and structure
- use a variety of vocabulary and expressions
- attempt to pronounce words accurately
- sustain interaction with little or no
hesitation
- are able to ask for help in [Target
Language]
• When evaluating photo albums or comic strips,
look for evidence that students:
- are willing to explore meaning
- use appropriate vocabulary
- include a variety of images that are visually
engaging
• When evaluating a group project or
presentation, look for evidence that students:
- focus their attention on the task
- are willing to share their ideas and support
the ideas of others
- contribute to the activity or presentation
- ask for feedback
- help others when the need arises
- show initiative and demonstrate leadership
[Target Language] 5 to 12 • Master 35
GRADE 9 • Acquiring Information
PRESCRIBED LEARNING OUTCOMES SUGGESTED INSTRUCTIONAL STRATEGIES
It is expected that students will: At this level, students will be motivated to
• extract, retrieve, and process information from acquire information from authentic materials
[Target Language] resources to complete when the purpose is practical and relevant to
meaningful tasks their age, such as meeting a friend at a bus
• explain acquired information in oral, visual, depot or choosing a fast-food restaurant.
and written forms
• Have students each choose an article from a
[Target Language] magazine and generate four
questions about the most interesting facts. Then
ask them to exchange their articles with
partners and answer one another’s questions.
• Invite students to read several letters in youth
magazines, noting the topics discussed,
opinions given, and expressions used. Ask
them to write their own letters, either to the
magazines or penpals.
• Have students each telephone a [Target
Language] business or organization in the
community to find out its hours of business.
• After students examine several classified
advertisements in [Target Language]
newspapers, have them create an advertising
section for their classroom bulletin board.
Students prepare advertisements for real or
imagined objects and respond to them in
telephone role plays. When responding to the
ads, students should make appropriate
inquiries, such as details about the objects for
sale and when and where they can be viewed.
• Have students look over a selection of [Target
Language] newspapers, then brainstorm ideas
for creating a class newspaper. Contents could
include sports, weather, film reviews,
advertisements, articles about school and
current events, photographs and graphics, and
so on. Students could form groups to work on
the various categories. Students can create the
newspaper using computer-generated material.
• Invite students to find several [Target
Language] advertisements for movies and have
them role-play planning to attend one. Their
choices should reflect the information acquired
from the advertisements (i.e., movie title,
location, time, actors, critics’ ratings).
Encourage students to refer to their favourite
genres (e.g., comedy, adventure, horror,
action).
[Target Language] 5 to 12 • Master 36
GRADE 9 • Acquiring Information
SUGGESTED ASSESSMENT STRATEGIES RECOMMENDED LEARNING RESOURCES
Students at this level show evidence of their The learning resources listed here are especially
language skills and strategies in the way they useful for this organizer. See Appendix B for a
approach and work with the materials, as well complete annotated list of resources, including
as the way they represent the information they others that might apply to this organizer.
acquire. Frequent opportunities to choose their
own tasks will increase student interest. (Please list resources in this section. You may wish
to use the appropriate icons provided to denote
• When students read articles from [Target media type).
Language] magazines, note the extent to which
they:
- are able to read for global understanding
- identify main ideas
- rely on prior learning to derive meaning
- use correct structures when writing
questions
- choose questions that highlight the main
ideas
- use a range of open-ended questions
• When students prepare and respond to “for
sale” advertisements in [Target Language],
note the extent to which they:
- use the appropriate format
- write clearly in simple [Target Language]
- refer to information in the ads during their
“calls”
- interact in [Target Language] to complete
the task
• Work with students to develop assessment for
their newspaper articles. Criteria could include:
- uses language and structure accurately
- attempts to model [Target Language]-style
newspaper format
- provides relevant and creative details
- works well with others and shows respect
for others’ ideas
• When students work with materials such as
movie advertisements, look for evidence that
they are able to:
- locate familiar words
- use the context to support inferences about
the information
- predict meaning by interpreting
photographs and graphics
- focus on finding the key information
needed
- notice and use advertising patterns and
vocabulary
[Target Language] 5 to 12 • Master 37
GRADE 9 • Experiencing Creative Works
PRESCRIBED LEARNING OUTCOMES SUGGESTED INSTRUCTIONAL STRATEGIES
It is expected that students will: The range of creative works which students can
• reflect on and respond to authentic creative experience will increase greatly if students are
works from [Target Language] culture able to access a range of CDs, videos, and other
resources or resource people. Directing students
to current Internet sites will also encourage and
sustain their interest in creative works.
• In small groups, have students listen to a
variety of genres of [Target Language] music.
Students then group the songs into different
categories, explaining their reasoning. Students
could also indicate:
- images that come to mind
- familiar words
- what audience music would appeal to
- where they would hear the music
• Have students search the Internet for museums
in a [Target Language] city and look at several
current exhibits, or visit a local cultural site or
gallery. Then invite students to imagine they
are curator of an upcoming exhibit. Ask them
to choose five works they would display, and
have them compose an ad or poster for the
exhibition.
• Introduce students to the work of a [Target
Language] artist, using photographs or slides.
Encourage students to discuss the
characteristics of the artist’s work through
guided questioning. Students then emulate the
artist’s style in an artwork of their own.
• Invite students to read simple [Target
Language] stories, including myths, legends,
or other stories appropriate to [Target
Language] culture. Students then present the
stories through media of their choice (e.g.,
skits, puppet shows).
[Target Language] 5 to 12 • Master 38
GRADE 9 • Experiencing Creative Works
SUGGESTED ASSESSMENT STRATEGIES RECOMMENDED LEARNING RESOURCES
At this level, students are able to experience and The learning resources listed here are especially
respond to an increasing range of creative useful for this organizer. See Appendix B for a
works, including music and other works from complete annotated list of resources, including
popular culture designed for their age group. others that might apply to this organizer.
Students reveal their development in the choices
they make and in their efforts to find and share (Please list resources in this section. You may wish
creative works, as well as in their oral, visual, to use the appropriate icons provided to denote
and written responses. media type).
• When students discuss [Target Language]
music, look for evidence that they are:
- willing to go to some effort to consider
works or experiences not presented in class
- making connections between other
experiences and preferences and their
responses to the works
- able to present reasons and details to
support their views or preferences
- willing to take risks to use new vocabulary,
structures, or formats
• To assess the exhibition ad or poster, look for
evidence that students:
- demonstrate an appreciation of the variety
of [Target Language] art
- present accurate, appropriate, and complete
information
- attempt to appeal to an audience
- incorporate necessary vocabulary,
language structures, and expressions
• Collaboratively develop assessment criteria
before students emulate an artist’s style. For
example:
- understands characteristics of the artist’s
style
- is sensitive to the cultural elements in the
artist’s work
- interprets the ideas, themes, and feelings of
the original works
• Collaboratively develop criteria for students’
presentations of stories. For example:
- develops a clear feeling, theme, or message
that is consistent with the original
- sequences events to create a coherent story
- reflects key features or qualities of the
characters
- incorporates appropriate conventions and
traditions
[Target Language] 5 to 12 • Master 39
GRADE 9 • Understanding Cultural Influences
PRESCRIBED LEARNING OUTCOMES SUGGESTED INSTRUCTIONAL STRATEGIES
It is expected that students will: With students’ deepening understanding of
• demonstrate an awareness of contemporary and [Target Language] culture, they are motivated
traditional customs of [Target Language] to continue their language learning and add new
culture perspectives to their views of the world.
• identify and describe similarities and
differences between their own customs and • Have students compare and contrast how
[Target Language] culture people celebrate birthdays or other special
• describe ways in which English and [Target occasions in [Target Language] countries or
Language] have influenced each other regions. Students should focus on food, setting,
attire, guests, music, and dance.
• Ask students to examine [Target Language]
resources such as video excerpts, web sites,
advertisements, schedules, menus, recipes, and
brochures of [Target Language] regions.
Students identify cultural elements such as
body language, greetings and leave-taking,
fashion, settings and surroundings, routines,
and prices. In groups, students then pool their
results, which they present to the class using
oral, visual, or multimedia methods.
• Invite students to assume fictitious [Target
Language] identities, including names and
countries or regions of origin. Have them make
an oral presentation to the class based on the
character they have assumed. The teacher or
students could provide prompts to elicit
information such as nationality, family life,
profession, and age. After their presentation,
students submit a written report on their
country or region.
• Have students brainstorm lists of [Target
Language] words or phrases commonly used in
English and English words commonly used in
[Target Language]. These words or phrases
may be found in authentic materials read or
heard in class, or outside of class, such as in
sports broadcasts. Encourage students to add
words or phrases to the list on an ongoing basis.
To follow up, students may write a paragraph,
poem, or dialogue with a partner, using as
many words from their lists as possible.
[Target Language] 5 to 12 • Master 40
GRADE 9 • Understanding Cultural Influences
SUGGESTED ASSESSMENT STRATEGIES RECOMMENDED LEARNING RESOURCES
As students talk and write about their The learning resources listed here are especially
developing knowledge of [Target Language] useful for this organizer. See Appendix B for a
culture, look for evidence of openness to and an complete annotated list of resources, including
interest in diversity, as well as increasing others that might apply to this organizer.
knowledge of linguistic and cultural
comparisons. (Please list resources in this section. You may wish
to use the appropriate icons provided to denote
• When students compare and contrast birthday media type).
or other celebrations, look for evidence that
they are:
- willing to go to some effort to research
traditions
- making connections between their own
traditions and [Target Language] traditions
- able to present accurate and detailed
information
- willing to take risks to use new vocabulary
and language structures
- interested in the information presented by
classmates
• Work with students to develop criteria for their
presentations on their [Target Language]
identities. For example, they might be expected
to demonstrate:
- awareness and use of a variety of current
resources, such as web sites, library
sources, and people in the community
- detailed knowledge about key traditional
and contemporary cultural characteristics
- sensitivity to lives and customs of
inhabitants of their chosen country or
region
- awareness of some of the behaviours,
attitudes, values, or customs that are
common to [Target Language] culture
- respect for diversity and differences in
customs
• Review students’ lists of words that are
commonly used in both languages. Look for
evidence that students are able to draw
conclusions and make generalizations about:
- the language in which each word originated
- what factors contribute to the use of loan
words
[Target Language] 5 to 12 • Master 41
GRADE 10 • Communicating
PRESCRIBED LEARNING OUTCOMES SUGGESTED INSTRUCTIONAL STRATEGIES
It is expected that students will: Students at this level display a growing ability to
• make suggestions about everyday activities take risks with language and should be
• communicate needs, desires, and emotions, encouraged to do so. Communicating meaning is
giving reasons still the central focus of this organizer. While
• describe events and experiences emphasis remains on the practical and everyday
• communicate in past, present, and future use of language, students’ descriptive abilities
• participate in a variety of meaningful, real-life include linking and sequencing of narrative.
situations
• In pairs, have students practise a telephone
conversation. One student calls the other with
an invitation to do something, such as go to a
movie or play soccer. The second student must
decline the invitation and give two reasons for
not being able to go. Students then switch roles.
As an extension, have students write a note to a
friend cancelling a prior engagement because of
illness. Students should explain what they did
that caused them to become ill. (After I went
out without my coat, I got the flu.)
• In small groups, ask students to share
information related to a memorable event or
experience (e.g., vacation, special celebration,
weekend activity). Students should include
information about where and when the event
took place and why it was memorable. Other
students then ask questions about the event or
the experience.
• In pairs, students create a menu for a restaurant
in the tourist area of a [Target Language]-
speaking town. Before creating the menu,
students should describe the location of the
restaurant, type of restaurant, and theme or
decor. The menu should reflect the type of
restaurant and feature a wide variety of
authentic foods and beverages.
• Have students role-play that they have switched
identities with their parents for a day. They are
to give their parents a list of chores to complete
before the end of the day (e.g., make the beds,
wash the dishes, take out the trash, sweep the
floor).
[Target Language] 5 to 12 • Master 42
GRADE 10 • Communicating
SUGGESTED ASSESSMENT STRATEGIES RECOMMENDED LEARNING RESOURCES
Students are increasingly able to engage in The learning resources listed here are especially
spontaneous interactions and presentations useful for this organizer. See Appendix B for a
using vocabulary and structures they have complete annotated list of resources, including
memorized. The focus of assessment continues others that might apply to this organizer.
to be whether or not students are able to
understand and convey meaningful messages. (Please list resources in this section. You may wish
Where students have had opportunities to use to use the appropriate icons provided to denote
resources, practise, receive feedback, and make media type).
corrections, they are expected to work toward
accuracy. Assessment should not, however,
emphasize correctness to the extent that
students are afraid to take risks that are
essential to their language development.
• When students invite each other to participate
in different activities, look for evidence that
they:
- communicate their ideas clearly
- extend invitations using appropriate
vocabulary
- ask for more information if accepting an
invitation (e.g., What time? What should I
bring?)
- respond politely and give a reason why if
refusing an invitation (e.g., I can’t go
because I have to study, or I can’t attend
because I am sick, or Let’s go another
day.)
• When students discuss events in the past or
share memorable events, look for evidence that
they:
- include detail to enhance their descriptions
- convey a logical sequence or progression
of events
- use appropriate language patterns
(including verb tenses)
- draw on an increasing range of vocabulary
- ask one another questions to clarify or
obtain additional details
- take risks with language to extend their
language development
• When students are engaged in a role play, use a
checklist to assess the extent to which they:
- actively engage in the interactions
- are able to sustain interaction, taking risks
with the language to extend their language
boundaries
[Target Language] 5 to 12 • Master 43
GRADE 10 • Acquiring Information
PRESCRIBED LEARNING OUTCOMES SUGGESTED INSTRUCTIONAL STRATEGIES
It is expected that students will: By now, students are able to use many strategies
• retrieve, process, and adapt information from to identify key information in authentic
[Target Language] resources to complete documents. The tasks they perform frequently
meaningful tasks integrate all aspects of their language learning
• explain in detail acquired information in oral, and should relate directly to their lives.
visual, and written forms
• Have students view or listen to an international
weather report and identify today’s weather and
the forecast for tomorrow in several [Target
Language] cities. Invite students to keep
weather logs for a selected period of time.
• Have students read the entertainment pages
from a [Target Language] newspaper, and each
choose a film, concert, or theatre production to
attend, noting time and location. Then ask them
to exchange this information with partners and
make appointments to meet at the events.
Alternatively, students could read or listen to
reviews of films, concerts, or other events to
determine which ones to attend.
• Have students prepare restaurant situation cards
(e.g., unhappy customer, reserved table given to
someone else, server brings wrong meal, tourist
having trouble with the menu or currency,
someone in a hurry). Students form into groups
of four and each group selects a card. The
groups develop a skit about the situation they
chose and present it to the class.
• Working in groups of three, have students
create a sporting goods catalogue with a slogan
for their product line. Students may use store
catalogues, magazines, and Internet downloads
to find images of various sports equipment,
clothing, and accessories. Students exchange
catalogues with another group and make a list
of things they would buy, explaining why they
need it and why they like it.
• Challenge students to choose interesting
articles from magazines or newspapers and
each note three interesting facts to present. As a
follow-up, students could write letters to the
editor or design fact-quizzes for classmates.
[Target Language] 5 to 12 • Master 44
GRADE 10 • Acquiring Information
SUGGESTED ASSESSMENT STRATEGIES RECOMMENDED LEARNING RESOURCES
At this level, students are able to work with an The learning resources listed here are especially
increasing variety of print materials, the useful for this organizer. See Appendix B for a
Internet, and other media to locate information complete annotated list of resources, including
required for tasks. Assessment considers both others that might apply to this organizer.
the processes students use—the skills, strategies,
and approaches they employ to acquire (Please list resources in this section. You may wish
information from resources—and the products to use the appropriate icons provided to denote
or activities that demonstrate their degree of media type).
success. Self-assessment plays an important role
in supporting skill development.
• Rate each aspect of role-play performances or
oral presentations on a five-point scale where
5 = excellent and 1 = requirements not met.
Students can assess their own performance and
provide feedback to their peers using the same
scale. For example, check if students:
- include accurate and relevant information
- communicate clearly
- make direct reference to details provided in
original source
- use appropriate vocabulary and language
structures
- sustain interaction and support each other
with questions, prompts, and body
language
• Assess written assignments using criteria
similar to those for oral presentations. For
example, check that:
- communication is clear
- information is accurate and relevant
- details and examples are included
- language is appropriate
- material is effectively organized and easy
to follow
• For weather report assignments, look for
evidence that students:
- complete an entry for the day
- identify what they understood of the report
- show evidence of using appropriate
language-learning strategies
[Target Language] 5 to 12 • Master 45
GRADE 10 • Experiencing Creative Works
PRESCRIBED LEARNING OUTCOMES SUGGESTED INSTRUCTIONAL STRATEGIES
It is expected that students will: At this level, students will be able to appreciate a
• discuss and respond to authentic creative works range of creative works and may bring examples
from [Target Language] culture from outside the class. Engagement in activities
increases when students can make personal
choices and when they are encouraged to
respond creatively from a variety of options.
• Have students read a selection of [Target
Language] children’s stories and then each
select one of the following projects:
- create a pattern book for young children
- illustrate a story to clarify the meaning
- role-play a story
- retell a story
- change one element of the story all the way
through
- record a story on audiotape or video
• Over the course of two or three periods, show
the class a video of a [Target Language] movie.
Have students complete various tasks to assist
comprehension, such as mapping the story line,
making predictions, and recapping in their own
words important events that have occurred.
Students can create posters to publicize the
film, including a picture depicting the film,
details of where and when it is playing, and a
brief summary of the plot. Students can use the
posters to conduct role plays about seeing the
film.
• As a class, have students select three [Target
Language] poems for discussion. After the
discussion, have students select one of the
poems to interpret, using a variety of forms
(e.g., drawing, actions, mime, dance, computer
graphics, music, record on audiotape).
[Target Language] 5 to 12 • Master 46
GRADE 10 • Experiencing Creative Works
SUGGESTED ASSESSMENT STRATEGIES RECOMMENDED LEARNING RESOURCES
As students develop increasing facility with oral The learning resources listed here are especially
language, their methods of responding grow to useful for this organizer. See Appendix B for a
include artwork, visual displays, and oral or complete annotated list of resources, including
electronic presentations. Students often work others that might apply to this organizer.
collaboratively to develop their responses.
(Please list resources in this section. You may wish
• Occasionally have students reflect on and self- to use the appropriate icons provided to denote
assess their responses to creative works by media type).
responding orally or in journals to prompts
such as:
- I enjoy listening to [Target Language]
materials when________ .
- A [Target Language] poem, story, or song
that stands out in my mind is ________
because ________ .
- My responses to [Target Language]
materials are different when ________ .
- A style of music, story, poetry, or film that I
enjoy in both languages is ________ .
- I could probably increase my enjoyment of
[Target Language] songs, stories, and
movies if I ________ .
• In students’ presentations (e.g., posters, poetry,
illustrations, dance) look for evidence that they:
- represent key ideas, events, or themes
- draw attention to unique features
- add interest by providing details, images,
and elaboration
[Target Language] 5 to 12 • Master 47
GRADE 10 • Understanding Cultural Influences
PRESCRIBED LEARNING OUTCOMES SUGGESTED INSTRUCTIONAL STRATEGIES
It is expected that students will: Students in Grade 10 are working hard to
• identify the contributions of [Target Language] establish their own identity while at the same
people to Canada and the world time wondering how they compare to others. To
• compare and contrast their own customs to help them shape their own identity while
those of [Target Language] culture respecting others, they examine the role of
• identify language, expressions, and behaviours cultural practices and traditional language
that reflect cultural context patterns.
• Have students use the Internet or other
resources to find information on well-known
[Target Language] leaders, past and present.
Students select a person and prepare a poster
that includes pictures, biographical details, and
major contribution. In small groups, students
present their information orally, while the other
students fill out a listening record and give
feedback about the presentation based on the
listening record.
• Ask students to identify [Target Language]
idiomatic expressions encountered in reading,
viewing, and listening activities. Encourage
students to maintain ongoing lists of idioms
with their contextual meanings. Students may
also draw pictures to depict the meaning.
• Examine several versions of a myth, fairy tale,
or other form of story as it exists in [Target
Language] and other cultures. Then invite
students in groups to select scenes to act out in
[Target Language]. Have students identify
similarities and differences in plot, theme,
moral, and other elements in various versions
of the story. Students could create a chart that
reflects the similarities and differences between
two versions.
• Show a film depicting the life of a [Target
Language] family. Ask students to compare the
family dynamics, traditions, and customs of the
[Target Language] family to those of their own.
Students could select a scene and act out an
adapted version.
• Show a film or video set in a [Target
Language] country or region. Ask students to
identify elements other than language that
suggest the film’s setting. Students might
consider how events and scenes would look if
the story took place this year in British
Columbia.
[Target Language] 5 to 12 • Master 48
GRADE 10 • Understanding Cultural Influences
SUGGESTED ASSESSMENT STRATEGIES RECOMMENDED LEARNING RESOURCES
Assessment is based on activities that show a The learning resources listed here are especially
growing awareness of [Target Language] useful for this organizer. See Appendix B for a
cultural practices and [Target Language] complete annotated list of resources, including
idiomatic expressions. Activities should also others that might apply to this organizer.
encourage students to reflect on and make
comparisons among [Target Language] culture, (Please list resources in this section. You may wish
Canadian cultures, their own, and the cultures to use the appropriate icons provided to denote
of their friends. media type).
• When students present their information using
a poster format, look for evidence that they:
- include important biographical information
about the leader
- use visuals to add interest and support the
written facts
- include relevant and creative details
- spell key words and phrases correctly
• Review students’ list of idioms and
borrowed words from time to time for
evidence that the information is:
- accurate and complete
- interpreted appropriately
- presented clearly
• When assessing students’ comparison charts,
note the extent to which they:
- are able to identify similarities and
differences between [Target Language] and
other cultural stories
- show understanding of the [Target
Language] story
- show a personal connection
• When students act out an adaptation of a
[Target Language] film, look for evidence that
they:
- make changes appropriate to the new
endings
- show creativity and risk-taking in their
revisions
• When students share their opinions, look for
evidence that they:
- use detail to support their points of views
- demonstrate respect for cultural diversity
- participate actively in the discussion
- take opportunities to express their ideas in
[Target Language]
[Target Language] 5 to 12 • Master 49
GRADE 11 • Communicating
PRESCRIBED LEARNING OUTCOMES SUGGESTED INSTRUCTIONAL STRATEGIES
It is expected that students will: As students support and encourage each other
• explain how to do everyday activities or on a regular basis, they are able to interact with
procedures greater confidence in familiar situations and
• exchange opinions on topics of interest, giving apply their growing range of strategies more
reasons and reactions consistently.
• describe or narrate events, situations, or
experiences • Invite students to create role plays from
• use a range of vocabulary and expressions in situation cards (could be student generated)
past, present, and future about asking for and giving advice. Give time
• interact in a variety of meaningful, real-life for preparation but not memorization.
situations Situations might include:
- a student studying [Target Language] for
the first time seeking study tips
- a student seeking information on how to
increase personal health, energy, and
fitness levels
- a student wanting advice on what to take on
a camping trip
To follow up and check for comprehension,
suggest that students choose one or more of the
situations presented and write what they would
advise.
• Ask students to find examples of [Target
Language] people whose accomplishments they
admire. List the names on the board and
discuss. Then have students think of
accomplishments or successes in their own
lives of which they feel proud. Students can
share their responses orally or in written form.
Encourage students to include visuals where
possible.
• As a class, brainstorm a list of aptitudes, skills,
and interests appropriate for the workplace.
Have students work in pairs to identify one
another’s aptitudes and interests and imagine
possible career choices, giving reasons for their
choices. Students present their findings orally
to the class.
• Invite students to imagine they have just
returned from a cultural exchange to a [Target
Language] country or region. Have them write
a thank-you letter to the organization that
sponsored them, including details about who
they stayed with, what they did, what they
learned, and what they liked most. Ask them to
also say if they would or would not recommend
the exchange and explain why.
[Target Language] 5 to 12 • Master 50
GRADE 11 • Communicating
SUGGESTED ASSESSMENT STRATEGIES RECOMMENDED LEARNING RESOURCES
At this level, assessment increasingly involves The learning resources listed here are especially
situations or tasks designed to help students useful for this organizer. See Appendix B for a
develop and demonstrate their growing complete annotated list of resources, including
language facility. Self- and peer assessment others that might apply to this organizer.
continue to be important ways of supporting
students as they acquire and practise useful (Please list resources in this section. You may wish
vocabulary, structures, and interactions. to use the appropriate icons provided to denote
media type).
• Assess students’ oral work for evidence that:
- information is complete
- verb tenses support communication
- presentation is clear, and intonation
supports meaning
- narration of events is comprehensible
- some detail is provided
- preparation has occurred (e.g., students
speak confidently with minimal support)
• Assess students’ writing for evidence that:
- meaning is clear
- supporting detail, reasons, or examples are
included
- a variety of vocabulary and expressions are
used
- time sequence is clear, with attempts to use
transitions (first, next, then, later)
• As a class, determine key behaviours or criteria
for students’ daily oral communication in class.
Criteria might include evidence that students:
- volunteer questions and information
- take opportunities to practise newly
acquired vocabulary and structures
- persevere in [Target Language] (e.g.,
repeating, rephrasing, attempting to self-
correct, using gestures) when they cannot
understand or be understood
- support and encourage other students when
they speak in or listen to [Target
Language]
- take risks to use unfamiliar language
- self-monitor and attempt to correct
recurring or significant errors
[Target Language] 5 to 12 • Master 51
GRADE 11 • Acquiring Information
PRESCRIBED LEARNING OUTCOMES SUGGESTED INSTRUCTIONAL STRATEGIES
It is expected that students will: At this level, many students are able to retrieve
• retrieve, research, and use relevant information specific information and apply their growing
from [Target Language] resources to complete language abilities to adapting information for a
meaningful tasks purpose. Both the resources and the tasks
• summarize acquired information in oral, visual, should be at the age and interest level of the
and written forms students and be relevant to their lives.
• Have students use a variety of health and
fitness articles and brochures in [Target
Language] as references and then choose one
area of their lifestyles they would like to
improve. Ask each student to create a Self-
Improvement Plan and monitor progress for
one month in a journal. Entries should be
written daily and make direct reference to the
plan each student has developed, noting steps
taken or not taken. At the end of the month,
students may present their plans to the class
with summaries of the results. Results could
also be presented in graphic or visual form.
• Suggest that students research a variety of
environmental issues using resources such as
brochures, articles, videos, and films. Then
have them organize an environmental
awareness campaign for the school, including
posters, public-address announcements,
leaflets, and fundraising activities.
• Ask students to research job opportunities
advertised in [Target Language] newspapers
(on-line or written). Students pick a job they
would be interested in and explain their choice
to the class. They then write a cover letter to
present themselves as a candidate for the
position, describing their aptitudes, skills,
knowledge, and relevant experiences.
[Target Language] 5 to 12 • Master 52
GRADE 11 • Acquiring Information
SUGGESTED ASSESSMENT STRATEGIES RECOMMENDED LEARNING RESOURCES
By Grade 11, students are familiar with a wide The learning resources listed here are especially
range of classroom, library, and other resources useful for this organizer. See Appendix B for a
they can use to locate information. Assessment complete annotated list of resources, including
focuses on the extent to which students are able others that might apply to this organizer.
to draw on these resources to develop accurate
and relevant information for a variety of (Please list resources in this section. You may wish
assignments. The form and skills students use to to use the appropriate icons provided to denote
apply and convey the information for particular media type).
purposes and audiences are increasingly
important.
• After students have worked with information
from a variety of sources in [Target Language],
prompt them to reflect on and assess the
strategies they used by posing questions such
as:
- Overall, how successful were you at
finding the information you needed?
- What was your first approach to the
material? How did that work?
- What other strategies did you use that
seemed most helpful?
- What types of problems caused you the
most difficulty? What strategies helped?
- What did you learn about reading [Target
Language] materials that might help you in
future assignments?
• When students complete their cover letters,
assess the extent to which they:
- use appropriate salutations and other
business letter conventions
- relate their skills, knowledge, aptitudes,
and relevant experiences to the criteria
- include details, reasons, and examples to
support key points
• When students complete written research
assignments, look for evidence that:
- information is organized, relevant, and
accurate
- the assignment includes details, reasons,
and examples to support key points
- language is appropriate and understandable
- transitions and tenses are used effectively
[Target Language] 5 to 12 • Master 53
GRADE 11 • Experiencing Creative Works
PRESCRIBED LEARNING OUTCOMES SUGGESTED INSTRUCTIONAL STRATEGIES
It is expected that students will: At this age, students are generally more
• compare, contrast, and respond to authentic receptive to experiencing creative works from a
creative works from [Target Language] culture broader range of genres, time periods, and
[Target Language] countries or regions.
Students’ developing language skills allow them
to appreciate these creative works and their
cultural contexts more fully.
• As a class, have students listen to two songs
(one contemporary and one traditional) from a
[Target Language] country or region. Have
students in small groups brainstorm similarities
and differences between the two songs, noting
tone, instruments, lyrics, and so on. Groups
present their ideas and answer questions from
the class.
• Show students a video or presentation on
[Target Language] dances. Have students in
small groups select a particular dance and
research the origin and history of the dance.
Groups present the information to the class in
their chosen format (e.g., poster, skit, oral
report) and demonstrate some of the steps.
• Present a video, slides, or other visual aids
describing [Target Language] architectural
design. Have students in small groups choose
architectural features and re-create them
visually (e.g., models, plans of cities or
houses).
• Facilitate students’ reading of a short story in
[Target Language] by providing focus
questions, background information, and
vocabulary development. Once students are
familiar with the story, form groups and have
each group select a part of the story to
dramatize. Ask groups to present and display
their work for peer responses.
• Present a folk tale, legend, fairy tale, or
traditional/modern story, but do not provide the
ending. Challenge students to write or act out
possible endings.
[Target Language] 5 to 12 • Master 54
GRADE 11 • Experiencing Creative Works
SUGGESTED ASSESSMENT STRATEGIES RECOMMENDED LEARNING RESOURCES
By Grade 11, students’ oral and written skills The learning resources listed here are especially
should enable them to respond to creative works useful for this organizer. See Appendix B for a
in varied ways and with increasing detail. complete annotated list of resources, including
Through oral interactions, as well as short others that might apply to this organizer.
written texts, students demonstrate an
increasing level of sophistication in their (Please list resources in this section. You may wish
responses. to use the appropriate icons provided to denote
• When students present group responses to media type).
contemporary and traditional music, observe and
note the extent to which they:
- express and support a consistent point of
view
- provide accurate information
- indicate openness and willingness to consider
new or different ideas and experiences
- attempt to engage others
• To evaluate students’ presentation of [Target
Language] dances, note the extent to which
they:
- have gone to some effort to find information
- demonstrate cultural appreciation
- are willing to learn and teach others how to
do the dance
• Before students re-create aspects of [Target
Language] architectural design, work with them
to develop criteria they can use to guide their
work. For example:
- highlights [Target Language] influences as
the central feature
- bases designs on accurate information
- demonstrates attention to detail
- shows evidence of close observation by
including elements not discussed in class
• When students present their dramatizations of a
short story, look for evidence that:
- presentation and choice of vocabulary
convey the characters’ emotions and moods
of the stories
- presentation has been rehearsed
- students attempt to engage the audience
• From time to time, have students review their
responses to creative works by answering
questions such as:
- Which of the creative works you have
viewed, listened to, or read this year or term
stands out in your mind?
- Which part of the activity was most
interesting for you—reading, viewing,
listening, or creating your response?
[Target Language] 5 to 12 • Master 55
GRADE 11 • Understanding Cultural Influences
PRESCRIBED LEARNING OUTCOMES SUGGESTED INSTRUCTIONAL STRATEGIES
It is expected that students will: As students’ understanding of the [Target
• identify contemporary issues in [Target Language] world deepens, they will recognize
Language] culture how [Target Language] and English languages
• demonstrate an understanding of similarities and culture influence one another. Through the
and differences between their own culture and study of [Target Language] culture and
that of [Target Language] reflection on other cultures, most students at
• identify and compare language, expressions, this level are enhancing their sensitivity toward
and behaviours that reflect cultural context other cultures as a whole.
• Invite a group of students to research current
issues relevant to [Target Language] regions
(e.g., environmental and economical issues,
child poverty, labour conditions, human rights)
using brochures, articles, videos, film, the
Internet, or resource people as sources.
Students then organize awareness campaigns
for the class or school. Campaigns could be
carried out using posters, public
announcements, leaflets, and web sites.
• Encourage students to keep lists of idiomatic
expressions they encounter in oral and reading
activities. Students should:
- categorize expressions into meaningful
groups
- match a place, context, or scenario with
each expression
- match symbols or cartoons to expressions
to aid recall
- attempt to use these expressions whenever
appropriate
• Have students investigate past and present
gender roles in the [Target Language] world.
Information could be collected from sources
such as videos, magazines, the Internet, stories,
songs, and guest speakers. Have students
identify traditional values in areas relating to
dating customs, the work force, marriage, and
relationships. As a class, discuss the extent to
which these values have changed and what
might happen in the future. Students could
create and label a series of illustrations,
symbols, or computer-generated graphics to
reflect their conclusions and predictions.
[Target Language] 5 to 12 • Master 56
GRADE 11 • Understanding Cultural Influences
SUGGESTED ASSESSMENT STRATEGIES RECOMMENDED LEARNING RESOURCES
Assessment focuses on students’ ability to look The learning resources listed here are especially
at familiar customs from different points of useful for this organizer. See Appendix B for a
view, whether in the family, school, or complete annotated list of resources, including
community. At this level, the complexity of others that might apply to this organizer.
students’ ideas will far exceed their ability to
express them in [Target Language]. To elicit and (Please list resources in this section. You may wish
reveal higher-level thinking, provide to use the appropriate icons provided to denote
opportunities for students to communicate using media type).
symbols, graphics, or diagrams, as well as
language.
• For projects such as awareness campaigns, look
for evidence that:
- information is accurate and relevant
- includes appropriate details designed to
engage the audience
- presentation is informative, clear, and easy
to follow
- vocabulary, expressions, and structure are
appropriate and used effectively
- student has taken risks to include complex
information or unfamiliar language
- presentation demonstrates a sensitivity to
cultural issues
• When assessing students’ lists of idiomatic
expressions, note the extent to which students
are able to identify and use them appropriately.
• When students investigate changes in gender
roles, look for evidence that they are able to:
- pose thoughtful questions about culture and
lifestyle
- seek out valid and credible information,
rather than stereotyping
- go beyond surface features to deal with
subtle and complex aspects
Also look for evidence that they are:
- aware of key elements of their culture and
behaviours
- sensitive to more subtle or complex
elements or patterns in their culture and
behaviours
- supportive of their classmates’ work
- interested in the symbols and meanings
other students have perceived
[Target Language] 5 to 12 • Master 57
GRADE 12 • Communicating
PRESCRIBED LEARNING OUTCOMES SUGGESTED INSTRUCTIONAL STRATEGIES
It is expected that students will: In Grade 12, students are expected to use their
• express short- and long-term plans, goals, and [Target Language] communication skills and
intentions strategies to cope in common situations, as well
• exchange ideas, thoughts, and points of view, as in unexpected ones such as losing a passport
giving reasons and reactions or helping someone. Students should challenge
• describe, narrate, and analyse events, themselves to speak only [Target Language] in
situations, or experiences class and seek out opportunities to hear and use
• use a wide range of vocabulary, complexity of [Target Language] outside the classroom.
expression, and idiom in past, present, and
future • As a class, discuss the pros and cons of
• interact spontaneously in a variety of vegetarian eating habits. Divide students into
meaningful, real-life situations debating teams and have each team prepare
arguments for and against. Hold a class debate,
setting it up so each team has a chance to argue
at least one side. Information gathered may also
be used to create or compile articles or
displays.
• Have students discuss future plans after
graduating (e.g., work, travel, further
education). Encourage students to give
convincing reasons for their choices.
• Ask students to set up budgets for the first year
after Grade 12. Then have them form groups
and discuss how they allocated money for
expenses such as tuition, rent, groceries,
furnishings, and transportation.
• Divide the class into groups of three. Ask two
students in each group to interview the third as
a candidate for the ideal housemate. Before the
interviews, have groups prepare lists of
possible questions. Encourage students to ask
additional questions while conducting the
interviews.
• Ask students to brainstorm situations outside of
school in which they can use [Target
Language] (e.g., conversing with salesclerks,
ordering meals, phoning or writing for
information, using the Internet). Work with
students to develop criteria for assessing their
degree of success. Then assign partners to work
together to apply their [Target Language] skills
in out-of-school tasks. Have each pair submit
an outline of the task and an assessment of their
success.
[Target Language] 5 to 12 • Master 58
GRADE 12 • Communicating
SUGGESTED ASSESSMENT STRATEGIES RECOMMENDED LEARNING RESOURCES
In Grade 12, students are expected to engage in The learning resources listed here are especially
increasingly complex and spontaneous oral useful for this organizer. See Appendix B for a
interactions in which they demonstrate their complete annotated list of resources, including
facility with [Target Language] and the others that might apply to this organizer.
strategies they have developed to sustain and
extend communication. Communication and (Please list resources in this section. You may wish
risk-taking continue to be more important in to use the appropriate icons provided to denote
most situations than accuracy and precision. media type).
However, in situations where students have
practised and prepared oral or written
presentations, assessment should consider
errors that detract from the effectiveness or
impact of the message. Peer assessment can be
an important part of the oral practice that
students need to support their development.
• When students examine issues such as eating
habits, look for evidence of the extent to which
they:
- take positions and make their views clear
- give relevant reasons and examples to
support their arguments
- listen actively and attempt to respond to or
build on others’ ideas
- participate in the discussion using [Target
Language] with some degree of
spontaneity and engagement
• In assessing students’ written work, such as
questionnaires, look for evidence that students:
- present and sequence their ideas logically
- provide relevant details, reasons, and
examples to justify their views
- use a range of vocabulary related to the
topic
- integrate previously learned patterns and
structures appropriately
- use idiomatic expressions to enhance their
communication
- follow appropriate format conventions
• Collaboratively develop criteria to assess
students’ interaction in out-of-school
situations. Criteria should include the extent to
which students:
- present clear, complete, and appropriate
messages
- interact with growing spontaneity
- sustain interaction with an easy flow of
language
- use vocabulary and idioms effectively
- avoid serious errors in tense and structure
that obscure meaning
[Target Language] 5 to 12 • Master 59
GRADE 12 • Acquiring Information
PRESCRIBED LEARNING OUTCOMES SUGGESTED INSTRUCTIONAL STRATEGIES
It is expected that students will: Students will engage in meaningful tasks that
• retrieve, research, and analyse information require specific information. They should be
from [Target Language] resources to complete able to locate information with confidence, skim
meaningful tasks for relevant facts, and know how to use
• synthesize acquired information in oral, visual, dictionaries and other resources appropriately.
and written forms
• Invite students to examine a variety of [Target
Language] resources (e.g., brochures, articles,
the Internet) to find information about career
opportunities for a Career Fair. Ask each
student to choose and investigate a profession
or trade and prepare a written report, an oral
presentation, and a display for the fair. Guest
speakers who are fluent in [Target Language]
could also be invited to the class. As students
visit the career displays and hear the oral
presentations, they record information about
careers that interest them and why. For
example, they might complete summaries in
[Target Language] with the headings: Job
Description, Required Education, Employment
Opportunities, and Salary.
• Suggest that students review programs of study
from various post-secondary institutions that
offer courses in [Target Language] or [Target
Language] culture. On the basis of the
information provided, students decide which
institution they would like to attend, fill out the
application form, prepare a résumé, and
compose a cover letter stating reasons for
wanting to enroll at that institution.
• Invite students to use a variety of sources (e.g.,
books, magazines, brochures, a CD-ROM
encyclopedia, the Internet) to research travel in
a [Target Language] country or region. Ask
students to each collect and present 10 helpful
hints for travelling in that area. As an
extension, the class could compile a master list
of tips for travel in [Target Language] countries
or regions.
• Prompt students to reflect on and assess the
skills and strategies they use for acquiring and
using information by having them compile
personal records of:
- strategies they find effective
- tasks they are comfortable with
- skills and strategies they want to improve
Have them occasionally review and update
their records with partners.
[Target Language] 5 to 12 • Master 60
GRADE 12 • Acquiring Information
SUGGESTED ASSESSMENT STRATEGIES RECOMMENDED LEARNING RESOURCES
At this level, students are able to use a wide The learning resources listed here are especially
range of resources to acquire the information useful for this organizer. See Appendix B for a
they need for oral and written activities. While complete annotated list of resources, including
some of these resources are available in the others that might apply to this organizer.
classroom, students are also expected to locate
and use [Target Language] resources in their (Please list resources in this section. You may wish
community and elsewhere (e.g., via the Internet to use the appropriate icons provided to denote
or correspondence). media type).
• When students participate in the Career Fair,
presentations should include relevant, accurate,
clear, and well-organized information about:
- why they have chosen these careers to
investigate
- the requirements and qualifications needed
for the jobs
- the nature of the jobs, including salaries
and working conditions
Consider collecting the career summaries
and assessing them for accuracy and
relevance of information.
• When students make presentations on travel
destinations, look for evidence of:
- relevant reasons, based on accurate
understanding of information presented
- effective use of details and examples to
support choices
- appropriate language structures
• Assess students’ application forms, résumés,
and covering letters for:
- completeness—all appropriate detail is
included
- clarity—information is clear and easy to
follow
- persuasiveness—relevant details and
examples effectively support the
applications
- presentation—language and structures are
accurate and show a relatively high degree
of sophistication and complexity
[Target Language] 5 to 12 • Master 61
GRADE 12 • Experiencing Creative Works
PRESCRIBED LEARNING OUTCOMES SUGGESTED INSTRUCTIONAL STRATEGIES
It is expected that students will: Students bring together all aspects of their
• analyse and respond to authentic creative language learning here, creating their group or
works from [Target Language] culture individual responses in simple or multimedia
formats. Though communication continues to be
central, experience of creative works and
student responses should be motivated by
enjoyment and pleasure.
• Have students perform an extract from a play,
speech, storytelling, or other oral presentation
in [Target Language], then each compose a
press release, publicity material, or a review for
it.
• After viewing a video of a movie in [Target
Language], ask students, working in small
groups, to mind-map the setting, characters,
and plot. Students then fill in a personal
response sheet requesting the following
information:
- questions they’d like to ask the characters
- a personal link to the work
- what they would change if they had been
the director
• Display several paintings or other art forms
from the [Target Language] world. Encourage
students to identify feelings the artworks evoke,
giving reasons for their responses.
• Invite each student to read a poem or short
story in [Target Language] and adapt its main
ideas to the student’s own circumstances or
those of a fictitious character. The adaptation
might be expressed through dramatization,
sketching, painting, or video, as well as in
written form.
• Have students work in pairs to find a
contemporary creative work that interests them
(e.g., TV or radio program, movie, music,
dance). Each pair submits a performance-
assessment assignment on the creative work.
• Invite [Target Language] artists to teach basic
techniques in [Target Language] art forms (e.g.,
carving, painting, sculpture, film, music).
Select a student to greet the artist and introduce
the person to the class. Students use their
[Target Language] communication skills to ask
questions. Students then create their own
works, modelled after the [Target Language]
examples.
[Target Language] 5 to 12 • Master 62
GRADE 12 • Experiencing Creative Works
SUGGESTED ASSESSMENT STRATEGIES RECOMMENDED LEARNING RESOURCES
As students develop increasing facility with oral The learning resources listed here are especially
and written language, they are able to useful for this organizer. See Appendix B for a
experience and respond to both contemporary complete annotated list of resources, including
and traditional works in varied ways and with others that might apply to this organizer.
increasing detail and independence. Students
are best able to reflect on their responses when (Please list resources in this section. You may wish
they have opportunities to make choices about to use the appropriate icons provided to denote
what they view, listen to, and read, and when media type).
they are able to choose both the content and
form of their responses.
• When students re-create plays, stories, or
poems, look for evidence that they are able to:
- interpret the ideas, feelings, and themes of
the original work
- create appropriate dialogue
- incorporate detail to engage the audience
- show evidence of practice and rehearsal as
demonstrated by fluency of their
presentations
• When assessing students’ personal response
sheets to a movie, note the extent to which
they:
- show understanding of the movie (e.g.,
plot, characterization, theme)
- show ability to make a personal connection
• As students discuss and respond to creative
works from [Target Language] regions, watch
for evidence that they are increasing in:
- sensitivity to arts and literature
- knowledge of artistic and literary traditions
and genres
- interest in contemporary arts (e.g., music,
movies)
- willingness to risk offering opinions and
views
- participation in and commitment to class or
group activities
- openness to a variety of views and
interpretations
• When students complete a performance-
assessment assignment, consider how they:
- represent the main ideas or message in a
format of their choice
- represent and support their views and
responses to the work
• Before students create their own works
modelled after the [Target Language]
examples, work with them to develop criteria
they can use to guide their work. For example:
- highlights [Target Language] influences as
the central feature
- uses traditional symbols and design
features
- creates something new, rather than
replicating another work
[Target Language] 5 to 12 • Master 63
GRADE 12 • Understanding Cultural Influences
PRESCRIBED LEARNING OUTCOMES SUGGESTED INSTRUCTIONAL STRATEGIES
It is expected that students will: Students need opportunities in the classroom
• analyse and discuss contemporary issues in to examine [Target Language] culture in light of
[Target Language] culture all their cultural experiences. By now they will
• analyse and discuss how culture affects be able to show some cultural awareness when
behaviour and attitude communicating in [Target Language].
• use language, expressions, and behaviours to
reflect cultural context • Host a [Target Language] Fair at school and
invite community members. Activities might
include:
- students indicating [Target Language]
countries or regions on a world map
- PA announcements in [Target Language]
- cafeteria serving a variety of [Target
Language] foods
- school radio playing a variety of [Target
Language] music
- hallway television monitors displaying
visuals of [Target Language] countries or
regions
- inviting [Target Language] community
members to give demonstrations or talk
about [Target Language] topics
- displaying posters and flags around the
school of [Target Language] countries or
regions
• Have students each interview 10 of their friends
about people they admire, past and present.
Form groups and have each group choose four
of these people to examine further regarding
their attributes, fields of endeavour,
contributions to society, and image. Interview
questions might include:
- Have you ever belonged to a fan club?
- Who do you regard as a hero? Have your
ideas about heroes changed over time?
- What are some of the qualities you admire
in a hero? Why?
After a class discussion about heroes and role
models, invite each student to identify and
write to a personal role model. (Letters may or
may not be mailed.)
• Invite students to improvise social situations
(e.g., greetings, family dinners, tourist
behaviour, shopping). Students could draw
situation cards and role-play culturally
appropriate behaviour in [Target Language]
countries or regions.
• Suggest that students in groups design a
brochure to encourage students in lower grades
to take [Target Language] and learn more about
[Target Language] culture.
[Target Language] 5 to 12 • Master 64
GRADE 12 • Understanding Cultural Influences
SUGGESTED ASSESSMENT STRATEGIES RECOMMENDED LEARNING RESOURCES
In Grade 12, the outcomes for cultural The learning resources listed here are especially
understanding emphasize awareness and useful for this organizer. See Appendix B for a
sensitivity. Students reveal their cultural complete annotated list of resources, including
understanding through daily activities and others that might apply to this organizer.
interactions, as well as in the assignments they
complete. Assessment should focus on students’ (Please list resources in this section. You may wish
cultural awareness rather than on their to use the appropriate icons provided to denote
language facility. media type).
• Provide or negotiate criteria for assessing
students’ [Target Language] Fair. Criteria might
assess whether they:
- clearly identify key aspects of [Target
Language] culture and its customs
- offer practical guidelines for interacting with
the community
- show respect and support for diversity
- emphasize the mutual benefits of being
familiar with other cultures
- communicate clear, understandable messages
- use appropriate language
• When assessing students’ letters to their hero or
role model, look for:
- clear, understandable information
- examples of [Target Language] influence on
members of the wider community
- use of appropriate vocabulary and structures
• When students role-play various social
situations, look for evidence that:
- the interaction takes place in [Target
Language]
- students convey appropriate, relevant
information
- students use a variety of strategies to
negotiate meaning and sustain the interaction
(e.g., rephrasing, questioning, repeating key
words and phrases)
• When students make brochures encouraging
students in lower grades to learn [Target
Language], look for evidence that they:
- present the information in an easy-to-
understand and eye-catching manner
- describe benefits of learning [Target
Language] and about [Target Language]
culture
- use accurate, appropriate, and complex
information
- incorporate necessary vocabulary, language
structures, and expressions
- display information in a logical way that
enhances meaning
[Target Language] 5 to 12 • Master 65
INTRODUCTORY [TARGET LANGUAGE] 11 • Introduction
Introductory Grade 11 is designed for students who may not have taken [Target Language] 5 to 10. Successful
completion of this course should provide students with a level of competence that will allow them to successfully
participate in [Target Language] 11 and 12 courses. Introductory Grade 11 is a four-credit Grade 11 course.
However, to alleviate scheduling pressure on students during their final two years, it can be offered at the Grade
10 level.
This course incorporates material from the Prescribed Learning Outcomes, Suggested Instructional Strategies,
Suggested Assessment Strategies, and Learning Resources identified for grades 5 to 10. Introductory Grade 11 is
designed to provide students with an equivalent preparation for [Target Language] 11 and 12 courses.
A major aim, therefore, is to balance expectations regarding the emergent language skills of students who are new
to the study of [Target Language] with a consideration of their ages, life experiences, and prior knowledge.
In addition to the activities suggested in this section of the Integrated Resource Package, teachers may adapt
instructional and assessment activities suggested for earlier grade levels, taking into account the interests of senior
secondary students.
[Target Language] 5 to 12 • Master 66
INTRODUCTORY [TARGET LANGUAGE] GRADE 11 • Communicating
PRESCRIBED LEARNING OUTCOMES SUGGESTED INSTRUCTIONAL STRATEGIES
It is expected that students will: It is important to develop language-learning
• ask for information, permission, and opportunities that incorporate students’
clarification and respond accordingly personal interests and reflect meaningful
• recognize and use greetings, expressions of situations. As students progress and gain
politeness, and formal and informal forms of confidence in their [Target Language] skills,
address they are expected to apply a growing range of
• seek information and make suggestions about language-learning strategies. Encourage
everyday activities students to begin to take risks with the language.
• communicate likes, dislikes, desires, and
emotions, giving simple reasons • Have students in pairs role-play telephone
• describe and exchange information about conversations in which they plan weekend
activities, people, places, and things activities. Each pair should find an activity both
• communicate in past, present, and future students would enjoy. The plan could include
• participate in a variety of meaningful, real-life where they will go, who will go with them,
situations when they will leave, and what they will take
• derive meaning in new language situations along.
• Provide frequent opportunities for students to
set and monitor personal goals. For example, at
the beginning of each week or class students
might write down two goals or intentions such
as:
- the amount of [Target Language] they will
use in the class
- new vocabulary or structures they will use
• Students receive a card that describes either a
specific situation or a specific emotion.
Students then circulate to find a person with
whom they can make a complete sentence (e.g.,
When I have an exam...I am anxious.) Students
use this sentence to form the basis for a role
play in which they communicate how they feel
in a particular situation. As a follow-up
activity, students create two original situations
and ask others to respond by describing how
they feel in such situations.
• Ask students to prepare gift-shopping lists for
their families and friends. Have them work in
pairs to role-play scenes in which they ask a
shopkeeper where they can find the various
items listed and how much they cost. As a
variation, students could describe the interests
and preferences of their family members and
friends, and the shopkeeper could make
suitable gift suggestions.
[Target Language] 5 to 12 • Master 67
INTRODUCTORY [TARGET LANGUAGE] GRADE 11 • Communicating
SUGGESTED ASSESSMENT STRATEGIES RECOMMENDED LEARNING RESOURCES
Assessment should emphasize risk-taking and The learning resources listed here are especially
participation rather than correctness. To useful for this organizer. See Appendix B for a
develop effective [Target Language] language complete annotated list of resources, including
skills, students need to focus on communicating others that might apply to this organizer.
an increasing range of information, beginning
with their interests, experiences, and (Please list resources in this section. You may wish
information needs. to use the appropriate icons provided to denote
media type).
• When students exchange information in
interviews or role plays, look for evidence that
they are able to:
- make themselves understood
- use appropriate pronunciation and intonation
- complete activities using only [Target
Language]
- use strategies such as non-verbal
communication or visual props to support
their communication
- recognize and respond to familiar words and
patterns
- use patterns and frames they have learned
with less and less support
- speak with increasing comfort and
confidence
• When giving students opportunities to set and
monitor personal goals, have them consider such
criteria as the following to assist them in the
process:
- I ask and answer questions.
- I try to use as much [Target Language] as
possible.
- I use gestures or rephrase when others don’t
understand me.
- I support others when they speak [Target
Language].
• When students participate in real or simulated
activities (e.g., shopping), note the extent to
which they are able to:
- provide clear messages
- use appropriate patterns for giving directions
and prices
- use intonation, miming, gestures, and body
language to support communication
- use approximate [Target Language]
pronunciation and intonation
- adjust and clarify when miscommunication
occurs
[Target Language] 5 to 12 • Master 68
INTRODUCTORY [TARGET LANGUAGE] 11 • Acquiring Information
PRESCRIBED LEARNING OUTCOMES SUGGESTED INSTRUCTIONAL STRATEGIES
It is expected that students will: Students are encouraged to use as many
• extract, retrieve, and process information from language-learning strategies as they can to
[Target Language] resources to complete extract key information from authentic [Target
meaningful tasks Language] documents and other materials in
• explain acquired information in oral, visual, and order to complete tasks. As students progress,
simple written forms they can begin to process acquired information
and express it in various age-appropriate
formats.
• Divide the class into groups and give each
group a different section of the same magazine
article. Have each group analyse and
paraphrase its section. Then ask students to
form new groups to share the main ideas of all
sections and arrange them in logical sequences.
Have these groups represent their collaborative
understanding of the article in a series of
cartoon panels or illustrations.
• After students have examined the entertainment
section of a [Target Language] newspaper,
suggest that each student plan an outing with a
friend, using details given in advertisements
such as times, locations, and possibly reviews.
Ask students to exchange this information with
partners.
• Play an audiotape (e.g., song, dramatic reading,
speech) or video and ask students to:
- list key words related to a topic
- identify words or expressions related to a
central mood or theme
• Have students work in groups to conduct
opinion polls, using simple [Target Language]
terms to determine the range of preferences in
the class regarding everyday activities (e.g.,
sports, music, humour, clothing, restaurants,
food). Post the results or have students record
them on charts or graphs.
• Invite students to choose articles written in
[Target Language] from magazines,
newspapers, or the Internet. Have them each
generate four questions based on key
information. Then ask students to exchange
their articles and questions with partners, who
will read or view the material and answer the
questions. It is recommended that teachers pre-
select various articles for students to select.
[Target Language] 5 to 12 • Master 69
INTRODUCTORY [TARGET LANGUAGE] 11 • Acquiring Information
SUGGESTED ASSESSMENT STRATEGIES RECOMMENDED LEARNING RESOURCES
Students in Introductory [Target Language] 11 The learning resources listed here are especially
require extensive practice and feedback in order useful for this organizer. See Appendix B for a
to develop basic skills in information complete annotated list of resources, including
acquisition. Integrated communicative tasks, in others that might apply to this organizer.
which they both acquire and communicate
information, can involve a wide variety of (Please list resources in this section. You may wish
materials and supports. Cooperative activities to use the appropriate icons provided to denote
are often appropriate. media type).
• When students work in groups to read and then
paraphrase an article in a series of cartoon
panels or illustrations, look for evidence that
they are able to:
- identify main events
- include accurate supporting detail
- create logical sequences
• When students use information from the
entertainment section of a newspaper, look for
evidence that they can:
- find the required information
- use the vocabulary and structures they need
to arrange meeting times and places
Students could present their plans to the
class, providing opportunities for peer
feedback.
• When students report on or represent
information, note the extent to which they:
- identify and recount ideas or impressions
- include relevant and accurate detail
- reproduce [Target Language] words and
structures in understandable form
- organize and sequence information
appropriately
• As students work with a greater variety of
[Target Language] information sources, look for
evidence that they are increasingly able to:
- ask appropriate questions to find the
information or details they need
- focus on key words, phrases, and ideas
- make logical inferences based on the
language they recognize
- persevere in making meaning out of language
that seems very difficult at first
- replicate some of the patterns they encounter
- self-monitor, checking on their understanding
and making adjustments as needed
The teacher may wish to develop a self-
assessment checklist that students can use to
record their growth in these areas.
[Target Language] 5 to 12 • Master 70
INTRODUCTORY [TARGET LANGUAGE] 11 • Experiencing Creative Works
PRESCRIBED LEARNING OUTCOMES SUGGESTED INSTRUCTIONAL STRATEGIES
It is expected that students will: At this age, students will be able to experience a
• reflect on, discuss, and respond to authentic range of creative works and may bring in
creative works from [Target Language] culture examples from outside the class. Engagement in
activities increases when students are
encouraged to respond creatively, choosing from
a variety of options (e.g., poster, diagram, video,
electronic response).
• Play a [Target Language] song and suggest
students write lyrics for additional stanzas,
create artwork for a CD cover to promote the
song or the artist, or create music videos.
• Have students research examples of [Target
Language] visual art, for example, paintings,
carvings, or sculpture. Invite them to choose an
art form to recreate and explain what it
represents or symbolizes.
• Ask students to examine magazine displays of
[Target Language] fashions and create collages
with captions depicting ways that people in
[Target Language] countries or regions dress
for various activities. Invite students to present
a fashion show accompanied by a simple
commentary.
• Have each student read a selection of [Target
Language] children’s stories and then complete
one or more of the following assignments:
- illustrate the story to clarify its meaning
- role-play the story
- retell the story
- change one element of the story throughout
to modernize or update it
- record the story on audio- or videotape to
present to the class
• Present a video or pictures of architecture from
the [Target Language] world. Invite students to
note or comment on what they find appealing.
For a classroom display, have students choose
particular aspects of styles that interest them.
Ask them to label their work, noting
architectural time period, geographical location,
and other relevant information.
• Form groups and ask each group to choose a
[Target Language] poem and appropriate
music. After students have practised reading
their poems, invite them to hold a class poetry
reading with accompanying background music.
As an extension, students could discuss their
choice of music to reflect particular poems.
[Target Language] 5 to 12 • Master 71
INTRODUCTORY [TARGET LANGUAGE] 11 • Experiencing Creative Works
SUGGESTED ASSESSMENT STRATEGIES RECOMMENDED LEARNING RESOURCES
Students in Introductory [Target Language] 11 The learning resources listed here are especially
should experience a much wider range of useful for this organizer. See Appendix B for a
creative works, particularly literary genres, complete annotated list of resources, including
than they are able to read or understand others that might apply to this organizer.
independently. Assessment should focus on
students’ increasing abilities to share and (Please list resources in this section. You may wish
elaborate on their views and responses. The to use the appropriate icons provided to denote
teacher can also assess students’ increasing media type).
appreciation of the unique features of and
connections between [Target Language] creative
works and those of other cultures.
• When students respond to [Target Language]
songs, have them work in groups to develop
three or four criteria to use for self- and peer
assessment. For example, they might focus on:
- openness to new or different ideas
- the incorporation of interesting features
- attention to detail from the original work
- the communication of a clear point of view
• Before students re-create an art form, work with
them to develop criteria such as:
- includes required information
- presents glyphs (symbols) for important
events
- writes dates in the appropriate number
system
- shows attention to detail of the samples
• When students present creative works, such as
collages, fashion shows, or displays of
architectural styles, look for evidence that they:
- are willing to go to some effort to consider
works or experiences not presented in class
- make connections with other experiences and
preferences
- offer reasons and examples to support their
ideas
- are responsive to works of other students
• Before students prepare representations of
children’s stories or poems, work with them to
develop criteria such as the following, which
can be used for self-, peer, and teacher
assessment:
- conveys theme and mood of the original
- draws on original characters and events
- uses detail to develop interest and
engagement
- incorporates elements of the style of the
original
- attempts to use language to create a specific
effect or mood
- conveys a clear view or perspective on the
[Targetoriginal 5 to 12 • Master
Language] 72
INTRODUCTORY [TARGET LANGUAGE] 11 • Understanding Cultural Influences
PRESCRIBED LEARNING OUTCOMES SUGGESTED INSTRUCTIONAL STRATEGIES
It is expected that students will: At this level, students are encouraged to
• identify the contributions of [Target Language] participate in a variety of cultural experiences,
people to the world with a focus on [Target Language] culture. As
• identify and compare their own customs to those their language abilities grow, students should be
of [Target Language] culture given frequent opportunities to interact in
• describe ways in which [Target Language] has [Target Language] in order to practise using
influenced other languages appropriate communication conventions.
• Encourage students to develop an understanding
of their cultural backgrounds, including special
foods, celebrations, and artifacts. Invite them to
organize displays to introduce their cultures to
the class. Displays could include samples of
food or clothing, demonstrations, personal
objects, photos, or brief descriptions of special
traditions or important aspects of geography and
history. These displays can serve as a foundation
for activities dealing with [Target Language]
culture.
• Create a [Target Language] Hall of Fame.
Students research and nominate candidates from
[Target Language] countries or regions in the
fields of Fine Arts and Literature, Politics,
Sports, Science, and Music. Students must
present reasons why their candidate should be
included in the Hall of Fame. Students then
organize a voting system and hold a vote. They
might also enjoy creating an induction ceremony
into the [Target Language] Hall of Fame.
• Have students brainstorm a list of [Target
Language] words or phrases commonly used in
English and English words or phrases commonly
used in [Target Language]. These may be
encountered in the authentic materials read or
heard in [Target Language] class, or outside of
class, such as in sports broadcasts. Encourage
students to maintain ongoing lists of words or
phrases. As a follow-up activity, students
compose paragraphs or humorous anecdotes
using as many words from their lists as possible.
[Target Language] 5 to 12 • Master 73
INTRODUCTORY [TARGET LANGUAGE] 11 • Understanding Cultural Influences
SUGGESTED ASSESSMENT STRATEGIES RECOMMENDED LEARNING RESOURCES
In students’ first year of [Target Language], The learning resources listed here are especially
assessment of their understanding of culture will useful for this organizer. See Appendix B for a
frequently involve visual representations or the complete annotated list of resources, including
use of English. Assessment activities should others that might apply to this organizer.
encourage students to reflect on their own
customs as well as demonstrate an (Please list resources in this section. You may wish
understanding of [Target Language] culture. to use the appropriate icons provided to denote
Assignments should encourage them to explore media type).
ways of locating up-to-date information.
• When students participate in activities and
discussions dealing with cultural issues, note the
extent to which they:
- show an interest in cultures other than their
own
- share information about their cultures and
customs
- express awareness of and respect for other
ethnic and cultural groups in the community
- recognize [Target Language] words, names,
and derivatives (e.g., place names, sports,
entertainment figures)
• When students investigate and report on historic
or well-known [Target Language] people,
discuss assessment criteria before they begin
their projects. Encourage students to use [Target
Language] as much as possible in their research
and reporting, but recognize that most students
will need to use English for part of their work.
Assessment criteria might include:
- uses a range of resources effectively
- includes relevant details and examples to add
interest and illustrate key points
- shows an awareness of the diversity of
[Target Language] peoples
- offers some insights and thoughtful
speculation
• When students create lists of words or phrases
shared by [Target Language] and English, look
for evidence that students:
- are able to recognize and comprehend the
meaning of the words in their new context
- are interested in relationships between the
two languages
- make an effort to use the words appropriately
[Target Language] 5 to 12 • Master 74
